七年级英语教案

2022-03-13 来源：教案模板收藏下载本文

推荐第1篇：七年级英语教案

课题Unit 5 Why do you like pandas? 第一课时共四课时

教学目标：1.了解几种动物的英语表达方式

2.表达自己对动物的喜好与偏爱

3.学会使用why句型

教学重点：1.words:zoo,panda,lion,giraffe,smart,cute,beautiful,

2.Sentences: Why do you like pandas? Because they are cute.教学难点：形容词的用法以及why句型的运用。教具准备：just the usual tools.教学过程： Step 1: Lead-in

First I will do some gesture to show some animals.The students try to gue what the animal is.After several ones I will write down some animals in Chinese on the paper and ask one of the students to do the gesture.

通过这个比较有趣的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。

Step 2: Words reading

Ask them to turn to the page of words and read the new words after me.At the same time we will learn some expreion of the new words and make sure they will get the simple idea of the words we are going to learn.

鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。 Step 3: Presentation

Since we already learn the new words for a while, this time I will give them three minutes to finish the exercises in 1a.After that, I will point to the picture and tell them which one is my favorite and why.

单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening

Finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.

英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.

Write the new words and key sentences on the board.Panda---Why do you like pandas? Because they are cute. Cute pandas Giraffe---Why do you like giraffes? Because they are beautiful. Beautiful giraffes Then ask some students to practice the dialogues.

通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO.要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。

Step 6: Sum up and Homework

Ask them to find more words which can describe the animals.课题Unit 5 Why do you like pandas?

芦田中学七年级

（一）班高莉华

一．说教材

七年级的对话编排几乎都是从学生的生活实际出发让学生能掌握生活中基本常识交流。发展他们自主学习的能力形成有效的学习策略。二．说教学内容

本课主要是让学生学会谈论动物以及对动物的描述。难易度适中。

1.教学目标知识目标-熟练掌握,panda,lion,giraffe,smart,cute,beautiful,和子

Why do you like pandas? Because they are cute.能力目标-运用所学的语言知识在创设情景中进行交际并在此

基础上能将其运用于日常生活中。

情感目标-激发学生的学习兴趣，帮助学生树立学习英语的自信

心，并在成功中体会英语学习的乐趣。

德育目标-通过本课学习培养学生合作学习互相帮助以及勇于

表现自己在大众面前的独立表现能力。

2教学重点熟练掌握本课的生词及主要句型。

3.教学难点。能区分并应用名词及相应的形容词。

三．说教法

传统教学方法因为目前学校多媒体设施的运用还不够广泛，大部分课程仍然采取传统的方式教授。四.说学法自主学习探究学习合作学习

五．说教学过程

Step 1: Lead-in

以猜动物的方式让学生参与到课堂当中，虽然最开始部分单词无法用英语表达，但是会加入猫，狗之类的动物来降低难度。通过这个富有有趣味性的环节来引导即将接触的新词，让学生产生对这节课新内容的探索欲望。 Step 2: Words reading

古老的方式不一定是呆板且死气沉沉，可以用分组比赛练发音的方式来使跟读单词这一枯燥的过程变的丰富起来。鉴于学生的实际情况，单词的学习并不能直接交给学生自己。大部分学生的自学能力较差。所以在课前先带领学生消除发音障碍，增强他们在操练对话时的自信。也便于他们在新课内容当中熟悉生词的意思。

Step 3: Presentation

老师的角色扮演和语句操练，加上神情的诠释，能让学生更好地理解所听到的句子的意思。比如，描述小动物的可爱和食肉动物的恐怖，以夸张的表情来表达自己不喜欢或者喜欢某种动物的原因。单词熟悉之后先以口述的方式让他们对即将接触到的句子有所熟悉。加入favorite的用法，便于他们理解句子意思。并对because句型有进一步的复习。 Step 4: Listening

Ask them to scan the exercise and predict what they will listen to.Then I will play the tape.The students listen to the tape and finish the listening exercise.Play the tape for twice to make sure they understand the meaning of the material.

为了改善哑巴英语的状况。口语和听力是我们必须重点抓的环节。在听力材料简单的情况下可简单要求学生在听懂意思的同时把句子用自己的话语复述出来，若是难度比较大则一遍一遍精听，确保他们理解内容并做到有所吸收。英语学习当中听力训练时必不可少的，重复放两遍确保他们理解听力材料。 Step 5: Practice and pair work.

老师带读对话的同时让学生纠正发音和语调。讲述完毕之后，首先让学生用书面的形式自己改写并编制新的对话，提问时注意学生的情绪，要鼓励他们勇敢开口，但不能强制逼迫害羞的学生，让他们每次进步一些。对于成就较优秀的同学也要注意在表扬的同时指正他的不足，避免其盲目骄傲。通过句子的讲述与操练，让学生懂得这个特殊疑问句所表达的意思以及它的用法。特殊疑问词为首，再加上一般疑问句，组成特殊疑问句。注意特殊疑问句的回答并不包含YES 和NO要按照实际情况来回答。另外此处讲解，形容词的表语和定语地位。 Step 6: Sum up and Homework

This cla we learnt some words about animals and how to expre the reason why we like them or not.But there are still many other words about animals.Please try your best to find more.Ask them to find more words which can describe the animals.

想要充分发挥学生自主学习的作用，老师就得利用好自己的指导作用，给学生指出可行的方向，提供稍微的辅助，让他们完成一些力所能及的学习任务，不但可以更好地充实所学内容，还能让他们培养独立学习的良好习惯。所以，适当的课外作业是必须要有的。

推荐第2篇：七年级英语教案

Starter Unit2 what’s this in English? 第1课时section1a-2e 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.七个表示物体的单词的熟练掌握。(汉语意思写出来) map orange jacket key quilt pen ruler 确认物体的句型（写出意思）：问：What is this in English? 答：It's /a /an/ map/ orange/ jacket/ key/ pen/ ruler/ quilt.3.区分a和an的用法（读书上87页：冠词用法）。【预习指导】自我预习

一、扫清障碍

试着用按英语中音标拼读出StarterUnit21a的单词（在书上第94页）。

二、课本预习

温故知新1.按照字母顺序正确默写上单元学过的八个字母的大小写。

2.小组合作用英语完成对话。1)熟识朋友见面的问候语和应答。 ——Hello, Frank! ——Hi, Cindy! How are you? ——I'm fine / OK, thanks.2)一天见面打招呼的用语。 ---Good morning, Helen!---,Bob! ---Good , Eric!---Good afternoon, Grace! ---Good evening, Helen!---,Dale!： ---Hi, Alice!---Hi, Cindy! ---Hello, Frank!---Hello, Dale! 【课内学习】

一、教材处理：自主互助学习

1.看图认一认1a中认识的字母，并把它写下来。小组讨论答案，教师巡回检查。 2.看图认物品，努力用英语说出认识的物品，小组比一比，哪一个小组认识的物品多。

二、组内探讨

1)看图片或者用实物小组做对话练习。师生备注

2）听1a录音，指出听到的物品。 3）用图中物品，双人自由问答并表演。 What's this in English? It's a/an…

4）观察区分a和an的用法。

【语法要点归纳】以单词读音为准，a用在发音的_______音前面，an用在发音的_______音前面。 Explanation

一、this是指示代词，意为“这；这个”，指近处或距说话人近的人或事物。 that意为“那；那个”，指远处或距说话人远的人或事物。例如： This is a ruler.That is a key.

二、in English意为“用英语”，其中in是介词，表示“用语言、声音、方式等”。如： in Chinese用汉语in Japanese用日语 What’s this in Chinese?这个用汉语怎么说？

三、冠词a与an的用法

冠词a和an是一种虚词，只用在单数可数名词前，表示“一”的意思。a用在以辅音音素开头的单词之前，an用在以元音音素开头的单词之前。这里的元音音素和辅音音素是指读音，而不是指字母。如： a pen/pen/一支钢笔/p/为辅音音素 an apple/?'?pl/一个苹果/?/为元音音素

四、What’s this in English?这个用英语怎么说？

句型What’s this in English?意为“这个用英语怎么说？”用来询问某物，回答时要用“Itis/It’sa(n)+名词”，其中it用来指代this或that。what’s=what is,意为“是什么”。英语中用来提问的特殊疑问句总是放在句子的开头，这一点与汉语不同，同学们要特别注意英语的语序。例如： —What’s this in English? 这个用英语怎么说？ —It’s a jacket.它是一件夹克衫。

—What’s that in English? 那个用英语怎么说？ —It’s an egg.那是一只鸡蛋。

五、【辨析】字母/音标/音素

英语字母就如同我们汉语中的笔画一样，是拼写单词的组成元素。音素是英语语音的最小单位。

把音素记录下来的符号叫音标，通常写在//或[]里。【口诀】

冠词a, an两种帽，单数名词常需要；辅音单数a提前，元音单数an优先。

【学习成果展示】（满分50分）完成时间15分钟

一、正确朗读字母。（5分） N n R r Ii O o M m P p J j L l K k Q q

二、将下列字母按字母表顺序排列并抄写在四线格上。（18分） 1）MHAIKCDEJNPORBFGLQ

2）c d a h j I m g r o l n q e k p b f

三、写出他们的邻居。（6分）

________Cc__________,________Jj__________,________Ff_________,________Mm_________________Oo________, ________Hh_________

四、写出下列字母相应的大写或小写形式。（3分）

，1）.K、M、O、R、I_______________.2）.j、i、n、q、o___________________.

九、单项选择。（18分）

（）1.What'sthisinEnglish?It's__________.A.orange B.an orange C.a orange ()2.What'sthis_____________?It'sapen.A.in English B.for English C.English ()3.__________this?It'sanapple.A.What 're B.What C.What's ()4.What'sthis？___________________.A.This’ s a quilt B .It's a quilt C.I'm a quilt ()5.Hello,Eric!_________,Dale! A .Hello B. Sit down C.I'm OK ()6.Howareyou,Helen?____________.A.Fine, thank you.B.Good afternoon C.I'm OK.【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。

Starter Unit2 what’s this in English? 第2课时section3a—4d 【学习目标】语言目标：字母I—R；辨认物品；拼写单词 1.掌握下列重点单词（查出）：spell______ __,please_________ 2.掌握下列重点句子：（写出意思） ——What's this in English?——It’s a key.

——Spell it, please.——K-E-Y.

3.四会大、小写字母A a- --R r.【预习指导】自我预习

一、扫清障碍

试着用按英语中音标拼读出StarterUnit23c的新单词（在书上第94页）。温故知新1.按顺序默写出所学过的大、小写字母(18个)。

2.写出上节课学的问句，并给出一适当答案。

二、课本预习

1.完成3a,自己看图填一填把不会的单词查出来。2.完成3c读一读对话,把不会的单词查出来。 3.完成4a试着填出所缺字母在书上。

4.完成4b试着按首字母顺序填出编号在书上。【课内学习】

一、教材处理：自主互助学习1.猜句意Spell it, please.2.学生听并跟读，同时老师板书Spell it, please.K-E-Y.3.学习单词spell, please.4.练习：用所学物品两人一组，练习1a对话。 5.表演3c（用老师所示物品问答）。 6.听3b，小组检查、核对。

7.比一比：看图3a每组参加1人，按物品的某种顺序，看谁写得又快又准。Explanation

一、Spell it, please.请拼写一下吧。

1.这是一个用来考查别人拼写（读）能力的句式。用于别人提到的单词，自己不知如何拼写。让对方指出这个单词由哪几个字母组成。例如： It’s a jacket.它是一个夹克衫。 —Spell it, please.请拼写它。 —J-A-C-K-E-T.

2.please意为“请”，常用于一些客套的场合，可放在句首，也可以放在句末。放在句末时，常用逗号与前面部分隔开。例如： Please stand up.=Stand up, please.请起立。

【学习成果展示】（满分50分）完成时间15分钟

一、找出与所给字母含有相同音素的选项。（5分） e A .g B.m C .n f A.r B.q C .pen____ o A.orange B.OK C.dog____ a A .thanks B.Dale C.map I A.hi B .in C.quilt____

二、按字母表顺序默写字母I到R的大小写形式。（10分） A________________________________ a_________________________________

三、整理字母顺序组成单词。（10分） qulit______rulre______eky_____lpsle____ pleesa_____arknF______kcajte______mpa______

四、用is, am, are 填空。（10分） 1）I_________Frank.2) This___ ___a pen.3) What________this ?4) How_______you? 5)It___ __a key.

五、读句子，连线配对（5分） A Spell it ,please .a Hi！ B What 's this? B Good morning! C Hello，Cindy！c It' san orange.D How are you? D I'm OK.E Good morning !e O-R-A-N-G-E

六、选择填空（10分） ()1.Thisis_______orangejacket.A.an B.a C./ ()2.What'sthis_______English.A.in B.for C.on ()3.---Spell it, please.---_______ A.map B.MAPC.M-A-P ()4.---Alice, what' s this in English?---__________ A.It's pen B.It's a pen C.This is a pen ()5.---How are you?---_______ A .hello B.Thanks C.I'm OK 【总结反思】在本节课中你还有什么不明白的问题，还有什么没有掌握的知识，请记录下来，找机会询问同学或老师。

推荐第3篇：七年级英语教案

Unit 3

七年级英语黄彦忠

How do yougetto school?

Section A

The first period

一教学目的：

1.学习Section A 中的生词。

2.学习句型：How do yougetto school?

3.词组：

takethe train

take the bus

take the subway

ride a bike

二、教学重点：同上

三、教学难点：本课中生词的拼写。

四、教学过程:

Step1Learn the new words.

train ,take the train .bus

take the bus .subway ,

ridebikeride a bike

Step2Introduction

Ask the students like this:

How do yougetto school?

Then ask some students to answer thisquestion.

Step3Practice

Match the wordswith the pictures

1.takethetrain(a)

2.take the bus(

3.take the subway(e)

4.ride a bike（b)

5walk(c)

Step4Listen

Listen and write the numbers next to the correct students in the picture aboveStep 5Practice

Make a conversation with your partner about how the students get to schoolFor example ：How does LiFei get to school?

She takes the subway

五、布置作业。

推荐第4篇：人教版七年级英语教案

英语（新目标）Go for it！七年级上册

Unit6Doyoulikebananas？ Section A 1a—1c 教案

一、教案背景：本教案是在第五单元以have为例的动词do的一般现在时态句型的拓展，因此具有承上启下、以旧带新、巩固动词do句型的作用。

二、教材分析：

1.课题：本课时的教学内容选自人教版义务教育课程标准实验教科书《新目标》学生用书七年级上册，第六单元Do you like bananas？中的Section A 1a—1c。

2.地位与作用：这是第六单元第一课时内容，其中心话题是谈论好恶。通过本课时学习，学生对动词do句型会有进一步了解，并能初步运用这一语言结构进行交流，为下一节课学习打下基础，在教学中的地位是举足轻重的。

3.重点：目标词汇和动词do句型的一般现在时态结构。难点：熟练运用所学句型谈论好恶。

三、学情分析：学生已经在第五单元初步学习了动词do 句型的一般现在时态，在此基础上运用like 将更加顺畅。

四、教学目标

1.知识目标：学会运用Do you like-----？句型及目标词汇谈论好恶。

2.能力目标：训练学生听说能力和与他人交际能力。

3.情感目标：教育学生持健康食物的重要性。

五、教法与学法：

1.教法：任务型教学法。

2.学法：合作式学习法与讨论学习法。

六、教学手段：多媒体、录音机。

七、设计理念：根据新课标的要求，针对实际情况创设学习英语氛围，激发学习兴趣，以旧带新呈现动词like用法，起到新旧知识整合作用，再创建以活动为主的模式，鼓励学生积极参与、大胆表达，提高学生感受语言及运用语言能力。

八、教学过程：

Step 1 Warming--up

Revise Do you have a----?

Step 2 单词搜索

1.Ask the students to write out all the words about fruits.Then

the group leaders report。

（目的是复习水果类名词，为下一步学习作铺垫）

2.Match the words with the things in the picture。

Step 3 探索求知

1．Teach the sentences“Do you like bananas？by showing pictures。

2．Ask the students to practice the sentences with the teacher。

3．Work in pairs。

4．Conclude the strcture：Do youlike----？

（目的：让学生通过探究来获知（1）Do you like----？用法（2）

怎样谈论好恶）

Step4 练习巩固

1 Makeasurvey。

2 Listening。

（1）Listen and number the conversations。

（2）Read the conversations。

（通过听、说、读、写训练，进一步巩固所学知识） Step 5拓展运用

运用本节课所学知识及以前所学知识谈论好恶，从而既练习了本节课所学内容又复习了其它单词的效果。

Step 6 作业：Talk about likes and dislikes with friends。

Step 7 总结：学生归纳所学内容，通过小结达成本节课教学目标。 Step 8 板书设计

Unit 6 do you like bananas？

Do you like bananas？hamburgers

Yes ，I do。tomatoes

No，I don‵t。oranges

…

教学反思：本节课关键在于如何把第五单元与第六单元结合起来，从而拓展到其它

动词。

推荐第5篇：七年级人教版英语教案

七年级上册教案

Unit 4 Where\'s my schoolbag

备课人：尹婷婷 Teaching contents：words section A :1a 1b 1c 2a Teaching aims：words Teaching difficulties：use \"where\"question to strengthen new words and use “in on under\" correctly.Teaching proceion：

Step1:Lead in(6mins)

T: Good morning,cla.Before our new cla,i want to check your homework.Last leon we have learned some words, do you still remember?

Ss:answer.

T: Ok,let\'s review some sentences first.(teacher writes down \"what\" question and its answer on the right of the blackboard )

T: (take out a schoolbag and there are some things in it.)What\'s this?

Ss:It is a schoolbag.

T:Is it a pencil?

Ss:yes, it is/ no,it isn\'t.

……

T：(conclude)Good，all of you did a good job.Today, we\'ll continue to learn some new words.

Step2:Come to the topic.(4mins)

T:Today, We\'ll go to talk about \"where\"question.First, please turn to page 19.(write down the title on center of the blackboard) then, ask students to read it.Ss:……

T：explain\"where\":哪里的意思.Ask students to gue the meaning of the title.Ss:……

T:Good.意为：我的书包在哪里？ Where\'s=where is …在哪里（指单个的事物）eg:where is your book? But\"我的这些书在哪儿\"？怎么说？（提示：根据\"what\"问句的单复数表达引导学生）

Ss:……

T:Yes, where\'re= where are eg:where\'re my pencils?(what\'s the meaning?) Ss:……

Step3:Learn some new words.（On the left of the blackboard)10mins T: Next, let\'s talk about our \"room\".I think there are many thigs in your room.Can you show some to us ? Who wants to try?(teacher picks one students) Ss：桌子，椅子，床……

T：wow, so many things.But do you know how to read it in english? Ss:no…… T:Then, The first word（write \"table\"down on the blackboard and its vowel sound /ej/).Ok, read after me.

Ss:……

T: (make a sentence)We have our meal on the \"table\".So what\'s the meaning? Ss:……

T: How to spell it? Ss:t-a-b-l-e(老师引导）

T：write down second word\"bed\"and /e/.We have a good sleep on the bed.So what\'s the meaning -\"bed\".It is ……

Ss：床

T：You are so clever.How to spell it ? Ss:b-e-d (other words such as: sofa chair bookcase schoolbag books keys are all represented in this way) T: follow me and read these words twice.After reading one, students should tell me its Chinese meaning as soon as poible, understand? ……

Step3:Do some word exercises(12mins) T:please look at the picture in page 19.I will give you 4mins to find these things and finish 1a.(老师解释）I\'ll show you an example\"table\".T：……

Ss:time is up.Let\'s check the answer together.(1b 2e 3h 4g 5d 6a 7f 8c) T:Ok,follow me and read the words again…… Ss:……

T：Please pay more attention to(方格）in the picture.(teacher tells the students what they exactly refer to) After a while.T:let\'s listen to the radio and finish 1b.Ss:……

T：Ask a student to give his or her answer.Then teacher checks the answer.

T:let\'s turn to page 20.I think these things are easy for you.But can you number their correct answer in 2a? First, listen to the radio.Ss:……

T：Check the answer. Step4 :Make conversations (12mins)

T:let\'s turn back to the picture.There are 3\"where\"question.Can you find where the three things are?(write down these question.)

Ss: finding

T:From the picture, we can find its answer,(Also write down).Then pay attention to words\"on in under\".From the conversation, we know \"on在…上面；in在…下面；under在…下面\"(用中括号概括在一起）

Ss: take notes

T：we can conclude问及某物在哪里的问答方式是\"—where\'s/where\'re …？—It is/They are….

T:Let\'s do some exercises.Please look at me carefully.(teacher puts her pen in her book.) Where\'s my pen?

Ss:answer.

T:(put it on the table) Where\'s the pen?

Ss:answer.

T:Good,job.Next, i want to ask one student to put something in on e place and i\'ll ask you, ok? S:play it T:where is his/her……？

Ss:It is ……？

T：Pair work(two students a group and use words to make a \"where\"conversation.I \'ll give you 5mins. Ss:practice T:You two please. Ss:……

T:wonderful.Another two.Ss:play.Step 5:(1min) Homework:design your ideal room and show us where your things are.Next cla, i will ask some of you to show us.

推荐第6篇：七年级下册英语教案

七年级下册英语（外语教学与研究出版社）

学生用书（Student’s Book 2）

Module 2 Spring Festival

Unit 1We’re getting ready for Spring Festival.

Teaching Planning

课题内容：（1）本模块的话题是“节日”。本单元要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动，使学生加深能够谈论或写出对该节日的介绍。并让学生了解一些重要节日的庆祝方式。

（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。

（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。

Ⅰ、Teaching goals

1.Make an introduction of the Spring Festival

2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp

New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work

3.Grammar focus: The questions and answers of the present continuous and the present simple

tense sentences

Ⅱ、Ability goals

1.Enable students to understand the conversation about the Spring Festival

2.Enable students to recognize phrases and short answers

3.Enable students to talk about the Spring Festival with given information and describe the proce of festival preparations

Ⅲ、Emotional goals

1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.

2.By doing so, students’ interests in English learning will be developed and improved.

3.Cultivate students’ enthusiasm for exotic culture and their paion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture .

4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.

Ⅳ、Important points

1.Learning new words and phrases

2.Understanding the present continuous tense sentences in the textbook by reading

3.Having a good command of the structure and usage of the present continuous tense

Difficult points

The comparison between the structure and usage of the present continuous tense and the present simple tense

Ⅵ、Teaching aids and methods

Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard

Teaching method: task-based teaching approach

Ⅶ、Teaching procedures

1.Lead-in(Pre-task)

(1)Greeting

(2)Recall what we have learned in the last leon.(the present continuous tense)（重述现在进行时的含义）由下面的例子引入：

T: what are we doing now?

S: We are having an English cla.

2.While-task

Step 1:

Show the students the money in the red envelope .This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.

Step 2:

You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this leon: We’re getting ready for Spring Festival.

Teach students the new phrase: get ready fornew word: ready

Step 3

Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.

Several students stand up to answer the teacher’s questions.

Teach students’ new words and phrases :cleancookmeallantern

dragonsweepfloor

sweep the floorcook the mealclean the housedragon dancemake lanterns

So, people in the pictures are getting ready for Spring Festival.

Step 4:

Look and say.

Look at the pictures again and say what they are doing.

They are…..They are….They are…..

(Practice V-ing 句型)

Step 5：

T: Can you do these things in the pictures?Ask two or three students to answer the

questions.(举例子)

If you cannot do these things, you must learn to do them.Teach students the new word :

learn.

So , if you can do these things ,you can help your parents before the Spring Festival.

Teach students the new word: help

And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:

1.Match and check.

2.Listen and reading on page 8.

The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.

(1)Listen to the tape.

(2)Work in group of 3.

T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.

Step 7:

1.Complete part 3..

T: Are the boys making lanterns?

S: Yes, they are.|No, they aren’t.

（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复

练习让学生熟悉并最终掌握）。

2.Complete part 4.

Ask two students as a group to practice .There are six groups in all.

Ⅷ：Homework

1.Finish part 5: pronunciation.

2.Work with your partner to practice part 6.

3.Finish the handout.

推荐第7篇：七年级英语教案1

Period 1 教学内容

Section A(教材P25—27) 教学目标

1.知识与能力

Section A的主要内容是学会用have对物品的所属进行提问以及应答，学会使用do和does引导的一般疑问句，学会用Let’s„提建议。能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。

2.过程与方法

采用Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片、图片等来展开课堂Pair work问答式的口语交际活动，使用have对物品的所属进行提问及回答。 3.情感态度价值观

该部分学习内容贴近学生的生活，谈论的主题是符合学生喜爱运动的心理，极易于激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。教学重、难点及教学突破

1．重点

学习运用重点句型Do you／they have„ ? Does he／she have„? Let’s play soccer．等；

2.语法难点

行为动词have的一般现在时的用法；使用do和does引导的一般疑问句的构成和使用。教学突破

Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do或does引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。教学准备

1.教师准备

收集课文中所涉及的或学生常见的球类运动器材或有关的教学幻灯片或图片；设计课后巩固练习的幻灯片；制作1a部分的插图和人物对话的课件，将听力部分的内容插人，通过询问对方的所属以及回答来引入新课。 2.学生准备

搜集自己所了解的或曾经见过的球类运动器材的名称，并通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法。教学步骤

一、第一教学环节：情景创设，导入新课教师活动

学生活动

Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do和does引导的一般疑问句。所以在教学中可采取问答式导人法： 1．教学一些球类运动器材名词，教师拿出一个足球或放映幻灯片或出示图片进行演示：I have a footba11．Do I have a football? 自己回答：Yes，I d0．再问：Do I have a basketball? 自己回答：No，I don’t．再使用其它物体询问学生：Do I have„? 询问学生：Do you have„? 询问学生：Does he／she have„? 询问学生：Do they have„?

1．学生回答：Yes，you do．№，you don’t．学生回答：Yes，I do．No，I don’t．学生回答：Yes，he／she does．No，he／she doesn’t．学生回答：Yes, they do．No，they don’t． 2．学生进行Pairwork对话练习，运用所学知识进行互动交流。

二、第二教学环节：师生互动，学习探究教师活动

学生活动

1．播放lb部分的录音让学生听，引导学生圈出所听到的单词，并能画出相应的图片，完成lb部分的教学任务。

2．引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式：

Do you have„? Yes，I do．/No，I

don’t．

1．听lb部分的录音，圈出所听到的单词，并画出相应的图片，完成1b部分的学习任务。 2．Pairwork活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答。

3．播放2a部分的录音，引导学生选出他们所听到的对话并标明顺序，完成2a部分的教学任务.4．重新播放2a部分的录音，要求学生将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。

5．引导学生展开Pairwork活动，完成2c部分口语交际的教学任务。让学生根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构，可采用师生互动带动生生互动的交流方式：

Do you have„?Yes，I do．／No．I don’t．Does he／she„?Yes．he／she does．／No，he／she doesn’t．。

6．引导学生观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。 7．引导学生展开Pairwork活动，完成3b部分口语交际的教学任务。要求学生学会使用Let’s„句型表示“提建议”。可采用师生互动带动生生互动的交流方式：Let’s play soccer．I don’t have a soccer ball．Well，let’s play volleyball．That sounds good．。

3．听2a部分的录音，选出他们所听到的对话并标明顺序，完成2a部分的学习任务。 4．重听2a部分的录音，将对话中所提到的球类和人物对应起来，并标明顺序，完成2b部分中的听力训练任务。 5．Pairwork活动，完成2c部分口语交际的学习任务。根据图画内容运用动词have进行询问所属，以练习由助动词do／does引导的一般疑问句结构。 6．观察3a部分的图画和对话内容，并根据示例捕捉相关信息，从方框内选择合适的词填空。 7．Pairwork活动，完成3b部分口语交际

的学习任务。学会使用Let’s„句型表示“提建议”。

三、第三教学环节：合作交流，巩固提高教师活动

学生活动

引导学生展开Pairwork活动，完成4部分口语交际和笔头练习的教学任务。要求学生阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。

Pairwork活动，完成4部分口语交际和笔头练习的学习任务。阅读第4部分的短文，并根据短文内容，填写表格，然后互相介绍自己的信息。

本课总结

本课采用了Discuion and gue和Claifying的学习策略，利用实物、教学幻灯片或图片等来展开课堂Pairwork问答式的口语交际活动，通过使用have对物品的所属进行提问及回答，使学生学会使用do和does引导的一般疑问句，同时学会使用Let’s„提建议。通过本课的学习使学生能够谈论自己喜欢哪些球类运动，不喜欢哪些球类运动。本课重在对学生进行听力和口语交际能力的训练。板书设计

Unit 5 Do you have a soccer ball Section A Words：tennis, racket, bat, volleyball, basketball, television, welcome, our, sports, center, like, we, many, club, ping-pong, more, join, cla„

重点句型:

Do you have a TV?

Yes, I do./No.I don’t.Do they have a computer? Yes, they do./No, I don’t.

Does he/she have a soccer ball? Yes, he/she does./No, he/she doesn’t Let’s play soccer.

I don’t have a soccer ball./That sounds good.

语法重点：由do/does引导的一般疑问句的构成以及回答

Do you/they have a TV ?

Yes, I/they do.

No, I/they don’t

Does he/she have a soccer ball? Yes, he/she does.No, he/she doesn’t 问题探究与拓展活动

动词的第三人称单数形式：当句子的主语是“第三人称单数”时，即：不是I，不是you的其它单数形式时，谓语动词必须改变形式，也就是在词尾加一s或一es (同名词的复数形式)，我们可以简称为“三单形式”。有些动词的变化是特殊的，如：have的三单形式是has。在构成否定句时。要在动词前加助动词don’t或doesn’t；在构成疑问句时，则要在主语前加上助动词do或does，does／doesn’t是do／don’t的三单形式。助动词后应该用动词的原形。个性练习设计猜测游戏：教师让每个学生在白纸上画一幅画，画的内容是反映一个人在做运动或某个活动，并在画中画出电脑、网球拍或篮球等物体；然后收集图画，出示给学生看，使用Does he／she have„?句型向学生提问，让学生回答；把图画放在讲台上，再选派一些学生上台就图画内容向学生询问(可不把图画给学生看)，让学生猜出答案。这种活动可练习have一般疑问句的构成和回答，又能调动学生的学习兴趣，十分有效。 Period 2 教学内容

Section B(教材P28～29) 教学目标

1.知识与能力

Section B的主要内容是学会使用描述性形容词，复习和巩固所学的知识，并学会运用所学知识进行写作(行为动词一般现在时的肯定句、否定句和一般疑问句)。过程与方法运用Claifying的学习策略，引导学生进行听力和口语交际训练，学会使用do和does引导的一般疑问句，学会用Let’s„提建议，并能够谈论自己喜欢哪些球类运动、不喜欢哪些球类运动及其原因，能够谈论怎样和自己的朋友度过一段愉快的时光，同时也进行适当的阅读和写作练习(主要是组词、造句)。 2.情感态度价值观

该部分学习内容主要是谈论自己喜欢哪些球类运动，不喜欢哪些球类运动及其原因，符合学生喜爱运动的心理，同时通过谈论怎样和自己的朋友度过一段愉快的时光，培养同学之间和睦相处，互相帮助，团结友爱的精神。

教学重、难点及教学突破

1.重点

学习使用描述性形容词：interesting，boring，fun，difficult，relaxing:复习do／does引导的一般疑问句和let’s„句型；复习名词的复数构成与使用。

2.语法难点

行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化。

3.教学突破

复习和巩固所学的行为动词一般现在时的结构，引导学生进行一些阅读和写作的练习，对强化记忆有很大的帮助。教学准备

1.教师准备

设计学生常见的球类运动和其它活动的教学幻灯片，图片或制作反映各种运动活动的课件；设计课后巩固练习的幻灯片。

2.学生准备

通过询问老师、同学或上网查询的方式了解各种运动的竞赛方法；调查同学、朋友或家人所喜欢的运动项目及其原因。教学步骤

一、第一教学环节：情景创设，导入新课教师活动

学生活动

1．出示实物或图片或放映幻灯片，引导学生进行pairwork(活动，复习前一部分所学的单词。 2．播放教学课件或出示图片、幻灯片(能反映各种情绪的内容)，一边让学生观看，一边描述：It’s interesting/boring/fun/difficult／relaxing，并重复让学生跟读，理解其语义。 3．引导学生读1a部分内容，将描述性形容词与图画一一对应，完成la中的教学任务。

1．根据实物或图片或幻灯片内容，进行pairwork活动，复习前一部分所学的单词。 2．观看教学课件或图片、幻灯片(能反映各种情绪的内容)，一边观看，一边听老师描述：It’s interesting/boring/fun／difficult／relaxing，然后跟读，理解其语义。

3．读la部分内容，将描述性形容词与图画一一对应，完成la中的学习任务。同时可与同伴进行Pairwork活动，互相画出某个形容词的内容，让同伴猜出这个单词，以完全理解其含义。

二、第二教学环节：师生互动。学习探究教师活动

学生活动

1．播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务。

2．再播放2a部分的录音，引导学生根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b 部分的教学任务。

3．引导学生进行Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2e 部分的教学任务。

4．引导学生阅读3a部分的短文，要求学生圈出文中的体育器材名称并理解其含义，完成3a部分的教学任务。 5．引导学生先看图，再填空，完成3b部分的教学任务。要求学生正确使用名词的复数形式，并注意行为动词的单三形式。 6．引导学生写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的教学任务。

1．听2a部分的录音，一边听录音，一边勾出所听到的形容词，完成2a中的学习任务。 2．再听2a部分的录音，根据所听到的内容，将形容词与活动一一对应，并写出该形容词，完成2b部分的学习任务。

3．Pairwork活动，根据示例谈论2a部分所提到的活动，正确使用所学的描述性形容词，完成2c部分的学习任务。 4．阅读3a部分的短文，圈出文中的体育器材名称并理解其含义，完成3a部分的学习任务。 5．先看图再填空，完成3b部分的学习任务。要正确使用名词的复数形式，并注意行为动词的单三形式。

6．写出自己所拥有的体育器材名称或其它物品的名称，注意使用名词的复数形式，完成3c部分的学习任务。

三、第三教学环节：合作交流，巩固提高教师活动

学生活动

引导学生进行Survey活动，完成第4部分的教学任务。可采取师生互动带动生生互动的方式，先由教师做调查，再让学生进行模仿：Do you have„? No, I don’t．(换一个人)Yes，I do．(记下姓名)。

进行Survey活动，完成第4部分的学习任务。先看教师做调查，再进行模仿： Do you have„? No，I don’t．(换一个人)Yes， I do．(记下姓名)。

本课总结

本课内容主要学习使用描述性形容词：interesting，boring，fun，difficult，relaxing；复习do／does引导的一般疑问句和let’s„句型；复习名词的复数构成与使用。正确掌握行为动词一般现在时的肯定句、否定句的结构，尤其是单三形式的变化，并进行阅读和写作的练习。板书设计

Unit 5 Do you have a soccer ball? Section B Words: interesting, boring, fun, difficult, relaxing play volleyball /basketball, watch TV, a sports collection, every day have→ has, but →and, only, them→ they Sentences: Let’s play computer games.That sounds interesting.

Grammar: 行为动词一般现在时的肯定句、否定句构成： He has 7 tennis rackets.He doesn’t play sports.问题探究与拓展活动

Let’s祈使句的构成和用法：基本构成是Let + someone +do something．，意思是“让某人做某事”，表示“征求意见或提出建议”。如：Let’s play basketball．让我们打篮球吧。，It’s time for cla．Let’s go to the claroom．上课了，让我们去教室吧。

实践活动，做调查：调查学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。

Name

I like…

I don’t like…

Why

个性练习设计

谈论自己在体育方面的爱好、兴趣及原因：无论是男生还是女生，对体育的爱好是一种共性，但每个人的爱好是不相同的。让学生谈论自己在体育方面的爱好、兴趣是他们愿意做的事情，进一步要求学生说出自己对某项运动感兴趣的原因。学生可以这样介绍：I like basketball．I have a basketball．I like it，because it’s interesting.。这种活动可以帮助学生更好地使用描述性形容词，也可以了解和掌握学生在体育方面的爱好。 Period 3 教学内容

Self Check(教材P30) 教学目标

1.知识与能力复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun．difficult，relaxing；引导学生巩固、掌握关于球类运动的名词和一些描述性形容词，并运用它们谈论自己对球类运动的喜好以及原因；同时继续复习使用动词have 对物品的所属进行询问和回答，以掌握行为动词一般现在时一般疑问句的结构。

2.过程与方法

运用Summarizing和Claifying的学习策略。在复习教学中，运用听写、提问、对话演练与检测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。教学重、难点及教学突破

1.重点

复习词汇tennis，racket，bat，volleyball，basketball，television，interesting，boring，fun，difficult，relaxing

2.教学突破

通过各种复习手段的检测，促使学生掌握所学知识，并能使用所学知识进行交际活动。教学准备 1.教师准备

制作能显示本单元重点词汇和句型的单词图片；设计课后巩固练习的幻灯片。 2.学生准备

复习所学词汇、句型和语法内容，并进行适当的总结、归类。教学步骤

第一教学环节：情景创设。导入新课教师活动

学生活动

引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的教学内容。

进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成第1部分的学习要求。

二、第二教学环节：师生互动。学习探究

教师活动

学生活动

l．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。

2．引导学生根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的教学内容。

1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成第2部分的学习要求。

2．根据图画内容整理对话的顺序，并复习所学的目标语言，完成第3部分的学习要求。

三、第三教学环节：合作交流，巩固提高

教师活动

学生活动

引导学生进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．No，I don’t．等句型和语法知识。

进行Just for fun!游戏活动，复习、巩固所学的Do you have„?Yes，I do．N0，I don’t．等句型和语法知识。

本课总结

通过单词检测、对话练习和游戏等，对所学知识讲行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是培养灵活运用的能力；同时教授学生了解一些有效的学习策略。板书设计

Unit 5 Do you have a soccer ball? Self Check Words: tennis, racket, bat, volleyball, basketball, television, interesting, boring, fun, difficult, relaxing Sentences: Do you have …? Yes, I do.No, I don’t.

Let’s play ….That sounds …

问题探究与拓展活动

every day与everyday：every day为名词短语，作时间状语，意思是“每天；天天”；everyday是形容词，意思是“每天的；日常的”。如：She plays sports every day．她每天都运动。I speak everyday English every day．我每天都说日常交际英语。个性练习设计

做调查：学生喜欢什么球类运动?不喜欢什么球类运动?为什么?在活动开展之前，教师要在黑板上画一个表格(如下表)。这个任务由学生自己完成，即让学生自己说出喜欢什么，不喜欢什么，最后说出理由。教师可将学生的答案填在表格中，再进行归类。这种活动可使同学们学会表示描述性形容词的用法。

Name

l like…

I don’t like…

Why

推荐第8篇：七年级新世纪英语教案

The second period

Teaching aims

1.To describe location, area, population and public transport of a place

2.To introduce tourist attractions of a place

Important points：

1.Using proper nouns

2.Talking about location, area, population, public transport and tourist attractions of Shanghai

3.Making up a dialogue about introducing a place

Difficult points:

1.A: How big is it?

B: It has an area of…

2.A: What’s the population of …?

B: More than 17 million.

3.A: What are the famous tourist attractions in Shanghai?

B: The Bund, the Oriental Pearl Tower, the Jinmao Building, …

4.It’s in the east of …

5.I hope to go sightseeing in Shanghai for my next holiday.

6.There’s very convenient public transport.

Leon type: Text and drills

Procedure:

I.Warming-up:

1.Students read the words and phrases after the tape.

2.Show the students a tourist’s guide to Shanghai.Ask them to introduce some tourist attractions to each other to be familiar with the names of these places.

II.The main part

1.Tell the students that Li Hui enjoyed his trip in London.He chatted with an Australian student about Shanghai during his study trip in London.Ask the questions to lead in the ‘Text’.

2.Show the picture of the text (SB P104) to the students and play the caette for the first time.Then decide whether the following statements are true or false.Check the answer with the students orally.

3.Play the caette for the second time and ask the following questions to get further information about the ‘Text’.

4.Students listen, repeat and imitate.(Books open)

5.Ask them to do Comprehension Check (SB P105).Then check the answers orally.

6.Students read the text in groups, and then find the useful phrases and sentences.

7.Students read the text in roles then act it out.

8.Ask students to retell the text.

9.Pair work.Students talk about the following cities after the model.Use the map and picture cues.

10.Group work.Suppose you want to introduce your city to your foreign friends.Students work in a group of four to complete the paage with the information about your city.

推荐第9篇：七年级下册英语教案

七年级下册英语教案

新目标七年级下册英语教案：unit 3 why do you like koalas?

一、教学内容分析

本单元是go for it七年级上册中第八单元“when is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格

的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化

或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期

的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, school day,

are festival, music,etc.

3.日常交际用语: - when is your birthday?

- my birthday is…

- how old are you?

- i?m …

4.话题: talk about date.

2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标热爱生命，孝敬父母的思想教育。

三、学生学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

引导学生采用role-playing & comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-

生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：

1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。

2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教

学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：when引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的

表达法。

五、课时安排：

四个课时.

六、教学过程设计 the first period teaching aims:

1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.

2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.

2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice

1.point to the animals in 1a and ask

students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.

a: let?s see the lions.b: why do you want to see the lions?

a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the cla.step 5 summary words and conversations step 6 homework remember the words and conversations.

教后一得：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 the second period teaching aims: 1.listening practice: write the names of the animals.

2.oral practice: ask and answer

questions about animals.

grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation

1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.

3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice

hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with

the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.

教后一得：现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。

推荐第10篇：七年级下册英语教案

Unit1 Where is your pen pal from？

Topic:

Countries, nationalities, and languages

Functions:

Talk about countries, nationalities and languages Ask and tell about where people live

Structure:

Where\'s/Where\'re ...from? Where does/do ...from? What questions----What language does/do ...speak?

Target language:

Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....

Vocabulary:

words about countries, languages

Teaching design:

The whole unit needs 5 periods, 4 for new leons and 1 for test

第一单元

第课时

总第

课时教学内容:SectionA,page1,1a—1c 教学过程：

Step 1 Leading-inThe information of the teacher\'s own pen pal\'s information.\"I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What\'s your pen pal\'s name?\" Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)

Step 2 Learning

Section A 1a Learn the new words on the Bb.The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)

Pay attention to the pronuciation of the new words.

Step 3 Listening

1b Listen and circle the countries in 1a they learned

Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.

(This step is a memory game.It can help the Ss consolidate the new words they learned)

Step 5 Pairwork 1c Practise the following conversation: ---Do you have a pen pal? ---Yes, I do.---Where\'s your pen pal\'s from? ----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in cla.

第一单元

第二课时

总第

课时教学内容：Section Apage2 2a---page 3 4 教学过程： Step 1 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;

Step2 Learning 2a Learn the city names together with the whole cla just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.

Step 3 Pairwork T has a conversation with one student like the following:

---Do you have a pen pal? ---Yes, I do.---What\'s your pen pal\'s name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb) Let the Ss practise after the T\'s example in pairs then several pairs do it in cla.step4 New drills Present the drill: T: In China, people speak Chinese, people in different counties speak different languages, What language do Americans speak? Ss: They speak English.T:Good, What language do Janpanese speak? Ss: They speak Janpanese.And so on Do 3a fill in the diagraw Practice the drill: What language does he/she speak? Step5 Exercise

My pen pal is from Australia.(划线提问) John\'s pen pal is from Japan.(划线提问) He lives in Paris.(划线提问)

Homework:

Read and copy the new words .Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie\'s pen pal from? Where does he/she live? What\'s his/her name?(This one can be chosen by themselves)

第一单元

第

课时

总第

课时教学内容：SectionB 1a---2c 教学过程：

Step 1: New words 1 Present the new words.2 Practice the new words, read the names of the countries.3 Give the students two minutes to finish 1,then check the answers.Step 2:Listening practice.Play the tape for the first time.The students number the questions.Then check the answers.Play the tape for the second time.The students write the answers.Step 3:New drills.1 Present the new drills.2 Practice the new drills.Step 4:Task.

第一单元

第

课时

总第

课时教学内容：Section 3a---self check 教学过程： Step 1:New leon.1 Read the letter and answer the questions.When students read the letter, the teacher moves around the claroom.2 Fill in the chart.Step 2:Drills.1 Practice in pairs.2 complete the letter.Complete the letter according to the information on the card.Give the students two minutes to finish 3b,then check the answers.

Step 3:Writing.1 Make an information card for yourself.As students work,the teacher moves around the room talking to the students about what they are writing and offering language support as needed.2 Write an e-mail.Step 4:Task.1 Make a survey.2 Imagine the new students in your cka.教学后记：

Unit 2 Where\'s the post office?

Language goal This unit students leam to ask for and give directions(方向) on the street.

New language Is there a bank near here? Yes, there\'s a bank on Center Street, Where\'s the supermarket? It\'s next to the library.Is there a pay phone in the neighbhood?Yes, it\'s on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as acro from, next to,Between

Recycled language What are you doing? Do you want to ...?

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课时教学内容：Section A 1a—1c 教学过程：

Ask two rows of three students each to stand facing each other in the front of the claroom.Point to students standing in front and ask the cla to repeat the questions and answers.Example 1 Teacher: Where\'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2

Teacher: Where\'s Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is acro from Sheng Lin.Example 3 Teacher: Where\'s Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.

1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the cla.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.

Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2

A: Is there a post office near here? B: Yes, there is.There\'s one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn\'t.

1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If neceary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there\'s a post office on Bridge Street.As students work, move around the room and check progre(进展情况).Help students understand how to locate things on the map, if neceary.

Ask several students to say some of their questions and answers for the cla.

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课时教学内容：Section A 2a—Grammer focus 教学过程：

2a This activity introduces the terms acro from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.

2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the cla saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.

Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿) Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It\'s between the video arcade and the supermarket.Conversation 2 A: Where\'s the park? B: The park? Oh, it\'s acro from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B; Yes, it\'son Fifth Avenue.Conversation 4 A: Where\'s the pay phone? B: It\'s next to the post office.

This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范） the activity.Point to the map and ask,Where\'s the park? Then choose a student to answer.Guide the student to say, It\'s acro from the bank.

As students work, move around the room and check progre.（进度） Ask several students to say some of their questions and answers for the cla.

Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, acro from, next to, and between.Ask, Which words talk about two different buildings? (acro/row, next to, and between) Ask, Which one talks about one building all alone!\' (on)

Culture note Many visitors to the United States believe that Americans don\'t like to answer questions or give directions(方向) to tourists（旅行者）and other visitors.This is not necearily true.The pace of life is fast in the United States, especially（特别） in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren\'t used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.

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课时教学内容：Section A 3a---4 教学过程：

3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here\'s the hotel.Here\'s Bridge Street.Point to the two arrows.(箭头) Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b

This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的) Correct the answers.

1.Yes, there is.Go straight down New Street and turn right.There\'s a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.

The bank is acro the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It\'s acro from the video arcade, next to the super-market.4

This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn\'t tell anyone which building it is.The others ask questions like those in the activity 4 picture until they gue which building it is.Several students can take turns choosing the building for the others to gue.

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课时教学内容：Section B 1a---2c 教学过程：

This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say; This is a park.Is it a

clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.

Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.

1 b

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progre.Ask several students to present some questions and answers to the cla.

This activity gives students practice listening to and understanding the target language.

Point out the list of places in la.Say die name of each one to the cla.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael\'s street.Play the recording the first time.Students only listen.

Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.

This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael\'s neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape? (a hotel, a supermarket, Michael\'s house).Answer any questions students may have.Play the recording again.Students draw maps of Michael\'s neighborhood.

Move around the room, offering aistance(提供协助) if needed.Have some students show their completed drawings to the cla.

This activity provides guided oral practice using the target language.Say, Now let\'s work in pairs.The first person makes some statements about the picture in 2b.The seconds person says \"true\" if the statement is true and \"false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范) the activity with a student.Have the student close

the book.Then say one true thing and one false thing about the picture.Guide the student to answer \"true\" for the true statement and to say \"false\" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答) to the cla.Ask students to correct any mistakes they hear.

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课时教学内容：Section B 3a—4b self check 教学过程: 3a

This activity provides reading practice using the target language.Ask a student to read the paragraph to the cla or read it yourself.Answer any questions students may have.Read the Instructions（指示） aloud.Point out the sample of the circled description word (busy), and make sure students understand what they have to do.Correct the answers.

This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.

Correct the answers.3c

This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.

This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the cla.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket acro from a post office.As students work, move around the room offering aistance and answering questions.Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.

Self check

This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don\'t know.

Ask students to find out the meanings of any words they don\'t know.They can do this by reviewing the unit.asking you, asking their clamates or using a learner\'s dictionary or bilingual dictionary.

This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole cla or informally, in pairs or small groups.

This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教学后记：

Unit 3: Why do you like koalas ?

Language goals

In this unit students learn to describe animals and expre preferences and give reasons, New language

Why do you like koala bears?.Because they\'re cute,They\'re pretty interesting, They\'re kind of shy, They\'re very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa,

Recycled language between, acro from He\'s/She\'s from ...He\'s / She\'s five years old. name of countries; China, Japan, Brazil

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课时教学内容：Section A 1a—1c 教学过程：

Additional materials to bring to cla: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its

color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.

This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal\'s name.Point out the sample answer.Check the answers.

1 b

This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I\'m going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.

1 c

This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the cla.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let\'s see the elephant.Student: Why do you want to see the elephant? Teacher: Because it\'s very smart.Ask some students to present their conversations to the cla.

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课时教学内容：Section A 2a---4 教学过程：

This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.

Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.

This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.

This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the cla.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:

Student: Do you like penguins? Teacher: Yes, I do.

Student: Why? Teacher: Because they\'re very cute.

This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.

This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the cla.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a- Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the cla.

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课时教学内容：Section B 1---3 教学过程：

Additional materials to bring to cla: Pictures of household pets and zoo animals cut out of magazines for

Follow-up activity 1.

This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-

This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.

This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria\'s Words and Tony\'s Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)

Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.

This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the cla.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They\'re intelligent.Ask students to work in pairs.As they work, move around the room checking on progre.Ask some pairs to present their conversations to the cla.

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课时教学内容：Section B 3a---self check 教学过程：

This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.

This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the gra, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expreion sleeps.Point out the description in 3b with blank lines where some words are miing.Read it to the cla saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progre and offering language support as needed.Check the answers.

This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the cla.Choose an animal\'s name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat gra? Ask students to write their own descriptions.You may wish to have le fluent students work with a more fluent partner, Ask students to share their writing with others in the cla.After you have reviewed the students\' work, you may wish to have

some students recopy their work so that you can post it on the claroom bulletin hoard.教学后记：

Unit 4: I want to be an actor.

Language goal In this unit, students learn to talk about jobs .New language What do you do? I\'m a reporter What does he do.\' He\'s a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and profeions

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课时教学内容：Section A 1a—1c 教学过程：

Brainstorm with students a list of jobs that friends or relatives do.(\"Brainstorming\" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It\'s fun.It\'s a good job.

This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.

Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.

1 b

This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c

This activity provides guided oral practice using the target language- Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.

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课时教学内容：Section A 2a---Grammer focus 教学过程：

This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.

This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the cla.Ask students, What does \"wants to be\" mean? (It is not the Job the person lias now.It is the job the person wants in the future.) Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample 2c

This activity provides guided oral practice using the target

language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan\'s brother.Anna\'s mother, and Tony\'s father.) Say, Now work with your partner.Ask and answer questions about the pictures.Ask, \"What does he or she do?\" Then ask, \"What does he or she want to be?\" Say a dialogue with a student.Point to Anna\'s mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.

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课时教学内容：Section A 3a----4 教学过程：

This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the cla to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b

This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the

workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the cla.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He\'s a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4

This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to gue the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students gue what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If neceary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor\'s office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask

a third student to gue what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.

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课时教学内容：Section B 1a—2c 教学过程： New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun

Additional materials to bring to cla: help wanted ads from an English-language newspaper

1 a

This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the

sample answer.Check the answers.1 b

This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the cla.Then point to the picture of the police officer and say.It\'s an exciting job.Ask the cla to repeat.Then say, What else can you say about being a police officer? Someone may answer, It\'s a dangerous job.Ask the cla to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the claroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a

This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the cla.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words \"wants to be.\"

This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the cla.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word \"Why?\" Play the recording.Students write their answers.Check the answers.2C

This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the cla make up a list of jobs they might like to do.As students suggest poible jobs, ask the cla to suggest words to describe them.Use a bilingual dictionary, if neceary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if neceary.Move from group to group offering aistance as needed.Ask individual students to tell the cla about what they want to be and why.

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课时教学内容：Section B 3a—self check 教学过程：

This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the cla.

Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don\'t understand.For example, in the first ad, students may not know that working late means \"working at night.\" To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b

This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you gue the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers, 3c

This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students\' sentences and ask the cla to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other\'s work.

This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.教学后记：

错误!

Unit5 I\'m watching TV.

Language Goal: Talk about what people are doing.

Teaching Aims: The present Progreive (结构式: Be + V-ing )

Key Points:

---What’s he doing ?

---He’s reading.Difficult points:

现在进行时的用法和动词V-ing 形式的构成。 Teaching Methods:

由浅入深,设置场景、对话以及表演来教授新句型。 Teaching Aids:

教学图片、教学光盘、VCD机、录音机

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课时教学内容：SectionA 1a----1c 教学过程：

Step1. Warming – up A. Duty report

Teacher: How are you, boys and girls?

S s : Fine, thank you.

Teacher: OK, who’s on duty today?

(the student who is on duty starts to make a duty report) B. Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: ……

T: When does your father watch TV in the evening? S2: ……

T: Do you do your homework in the evening? S3: ……

T: When do you play soccer? S4: ……

T: what time do you usually eat dinner? S5: ……

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2. Presentation A. Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.

Then,the teacher ask questions:

----What’s he doing? (Picture 1)

----He’s making a telephone call.

(Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can gue the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)

The Ss read these V-ing words after the teacher.B. Play the video.To make the Ss clear what they are learning in this cla.Mr.Gong’s words do give the teacher a big hand.

(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)

C. Teach the Present Progreive.1. Introduction Tell the Ss what the Present Progreive is.(现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2.

Tell the difference

Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.

Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2

1 4.

Activities. The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”

(The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n

What am I doing n

I’m opening the door. n

What am I doing? n

I’m looking at him.n

What am I doing? n

I’m cleaning the window.

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课时教学内容：SectionA 2a----3c 教学过程：

5.Pairwork. Ask and answer questions about what people are doing in the picture.u

What’s he doing? u

He’s reading.

The Ss can practice different sentences upon the verbs on the blackboard.6.Gueing game.

The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progreive step by step.They can have fun in the claroom during this cla, it’s the most important.)

7.Self-aement.

The teacher prepare for the Ss some listening exercises, and play the caette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progreive.

8.Do the exercises.

The teacher have the Ss some exercises, and ask the Ss to do at once. --What’s Li Lei doing?

-- He_____________.( read ) --What’s his mother doing?

--She_____________.( write --What are they doing?

--They_____________.( play soccer) --What are David and Mary doing?

--They_____________.(have dinner) --What’s Jenny doing?

--She______________.( run ) (In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after cla.Step 3. Homework 1.

Finish the exercises in the cla.2.

Make a conversation and act it out with your partner.Step 4. The end T: You are very good today, boys and girls! And thank you for listening.Bye .第五单元

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课时教学内容：Section B 1a---2c 教学内容：\\ Step 1:Check the homework and lead in. Ask several students to read their eays.Show a photo album on the computer.Step 2: Present the new structure.Show students the first album on the computer.

Get the students to answer the questions with the target language.Practice a few more photos in the same way.Step 3: practice the structure.Show the photos one by one.Students ask and answer in pairs according

to the photos on the computer.Step 4: Complete the chart.Give students a few minutes to finish it, then check the answers.Step 5:Listening practice.Play the record for the first time, students only listen.Play the recording again, students finish it.Then the teacher check the answers.Step 6: Task.Teacher show students some photos of friends.Students show their photos to cla.Homework After school, go to some public places .Draw what you see and write down what the people are doing.

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课时教学内容：Section B 3a---self check 教学过程：

Step 1: Check the homework and lead in.Ask the students to show their drawings and introduce.Step 2: Reading practice.1 Talk about the pictures.Students talk about Mike’s four photos.2 Read and match.Give students a few minutes to read the letter.Then finish it and check the answers.Step 3:Writing practice.Ask students to work individually and check the answers.Step 4: Task.

Show several periods of movies on the computer.Show three movies once more.Then some students report the three silent movies one by one.Step 5: Summary.This cla we’ve learned how to say something about the photos and pictures.And I hope all of you can realize your dreams in the future.Go for it! Homework Finish self check.

教学后记：

Unit 6: It\'s raining!

Language goals In this unit students learn to talk about the weather and talk about what people are doing.

New language What are you doing? I\'m watching TV What\'s he doing? He\'s playing basketball.What\'s she doing? She\'s cooking.What are they doing? They\'re studying.How\'s the weather? It\'s raining.

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课时教学内容：Section A 1a----1c 教学过程：

Write the question.What are you doing? on the board.Read the question and ask the cla to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the cla asks, What are you doing?, you answer,I\'m reading a book, and so forth.1 a

This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can\'t answer, supply theword and ask the cla to repeat it.Say a sentence or two about each kind of weather.For

example, It\'s raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b

This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c

This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the cla.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the cla.

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教学内容：Section A 2a—2c 教学过程：

This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b

This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the cla.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers.

, Correct the answers.2c

This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and

playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the cla.Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.

As students work in pairs, move around the room monitoring progre and offering aistance, if needed.Ask some pairs to present their conversations to the cla.

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课时教学内容：Section A 3a—4 教学过程：

This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expreions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it\'s also not very bad.It\'s in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.

This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the cla.Ask students to explain what How\'s it going? means.(It is similar to How are you? or How is everything?) Ask students to practice the conversation in pairs.Move around the room monitoring their progre.Then call attention to the example in the small speech bubbles.Have two students read it to the cla.Say, Now we\'ll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the cla.

This game provides oral practice using the target language.Say,Now let\'s work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don\'t look at your part ner\'s picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progre and offering aistance as needed.

第11篇：七年级上英语教案1

初一英语七年级上教案1

人教版新课标版本七年级上教案

Starter unit 1 Good morning! 教学内容：

第一课时（1a--2e）使用教材：人教版新课标七年级上学习目标：学习重点

学习字母：a,b, c, d,e, f, g, h.重点单词：hello, hi, good, morning, 重点短语：good morning 重点句式：1,good morning,Helen ! 2, Hello/Hi, Frank!

能力目标：熟练掌握字母a--- h 的认读与书写，并学会问候其他人。

自主学习方案：1，根据在小学所学的知识认读字母a--h. 2,试着读记生词，教师可以对有困难学生给予指导。3，看看学生能否完成学案中的作业。

课堂导学方案：

Step 1

热身（warm-up）

1，教师展示一张写有自己姓名和职业的纸板并指着纸板上的姓名和职业用英文作自我介绍：

I am Bob Smith.I am your teacher.You can call me Mr.Smith.2，教师依次指着一个学生挥动着手说：Hello, xxx, 引导学生学， Hello, Mr.Smith 师生反复地练习。

Step 2 导入（Lead in）

1, 教师展示制作的字母a--h( 注意含四线三格 )，看学生是否会读，并让会读的学生教读。教师学英文字母的书写格式。

2，教师展示一个自制的时钟或利用多媒体课件，导出生词morning, 教师引导学生说，“ Good morning.” 然后，创设不同时间的场景，让学生练习这些交际语言。

Step 3

呈现（ Presentation ）

1, 教师投影英文人名和1a部分的课件，让学生根据课件上的人物将这些英文人名按性别分类，完成1a, 教师投影答案。

2，教学1b.教师播放听力，学生反复跟读，学生先齐声读，再小组读，个别读，教师帮助纠音。

3，教学1c, 学生根据1a, 结对练习对话，然后教师让学生表演，并作点评，对表演出色的学生进行鼓励。 4，教学2a. 教师播放录音，学生跟读，然后，来玩字母识别或记忆游戏。教师出示一个字母，让学生说出其左邻右舍或大小写，抢先说对的，教师给予表扬。通过此法加深学生对A---H的记忆。 5，教师和学生示范来练习打招呼。

T: Hello, S

S: Hello, Mr.Smith (引导学生说) 教师通过此法依次呈现good morning, good afternoon, good evening.

6, 学生结对练习。

Step 4

教与练（ Teaching an practice ）

1, 教师投影本课时的字母（已经打乱顺序），让学生重新排序。 2，教师投影字母让学生写出大，小写形式。

3，学生完成2c, 2d部分的练习。教师指明答案并点明注意事项。 4，教学2c, 教师让学生读这些缩写词，并猜其含义，教师讲解。

Step 5 问题探究（ Problem-solving ）

学生探究完成相关情景练习题。

1， --- Good morning, Frank! ---- _________.

A.I’m not good , Eric !

B.Hello, Eric !

C.Thank you , Eric !

D.Good morning, Eric ! 2，与字母F笔画一样多的是_______

A. B

B, d

C, E

D.G 3, 下列名字中不是女孩名的是__________.

Helen

B.Dale

C.Alice

D.Cindy

Step 6 Homework 完成相关学案练习题。

教学反思：

本课时利用纸板和多媒体课件相结合的方式教学，加深了学生对新知识的记忆，同时使教学生动有趣，培养了学生对英语学习的兴趣，但学生对个别字母发音待加强。

第12篇：七年级下册英语教案7B_Unit_8_Is_there_a_post_office_near_here

Unit 8 Is there a post office near here?

Learning Objectives

一、Topics（话题）:

The neighborhood

二、Functions (功能) Ask for and give directions on the street

三、Structures (结构) 1.There be structure 2.Where questions 3.Prepositions of place

四、Target Language (目标语言) Is there a restaurant near your house? Yes, there is.It’s on Center Street.Where’s the supermarket? It’s next to the library.Where are the pay phones? They’re in front of the post office.

五、Vocabulary （词汇） post office, police station, hotel, restaurant, bank, hospital, town, street, road, next to, acro from, near, between, in front of, behind, turn, enjoy, spend turn left/right, go along, on your left, spend time, enjoy reading books

六、Skills (技能) Listening for key information Scanning in reading

七、Recycling （复习巩固） Where’s …? Imperatives

八、教材分析

教学内容 1) 词汇：post office, police station, hotel, restaurant, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, acro from, in front of, near, between 2) 语言结构：A.Where questions

B.Affirmative statements

C.Prepositions of place

D.There be structure

2、教材的地位及其作用

本单元的教学主要内容是：学习“问路指路”的常用表达方式，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。

本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。

二、学生分析

学生现有的能力与已掌握的知识：

学生在上学期已经学过词汇：big, small, old, new,

句型： Where is …? It’s in/on/under/ …

指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。

这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。

九、教学目标

语言知识

词汇：A.重点掌握表示建筑物种类的名词, 如post office, hotel, bank,

supermarket,

street,

pay phone, avenue,

B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy,

right, along, C、方位介词, 如next to, acro from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go on, walk along, go

along 重点句型：Is there a bank near here?

Yes, there is a bank on Center Street.

Where’s the supermarket?

It’s next to the library.

Is there a pay phone in the neighborhood?

Yes, it’s on Bridge Street on the right.

2、语言技能

1）能看着图片说话出建筑物的名称；

2）能运用一般现在时询问街道上某一场所的位置； 3）能够运用所学语言为他人指明某一场所的路线； 4）能够描述某一场所各建筑物之间的位置关系； 5）能够利用地图向他人介绍自己所居住的社区；

3、学习策略

1）利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。

2）通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。

4、情感态度

1）通过各小组的对话练习培养学生的合作精神；

2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；

十、教学重难点：

left, down, 1.want的一般现在时的用法;

2.want的一般现在时的疑问句，及其肯定，否定回答;3.第三人称后动词的变化

十一、课时安排

第一课时：完成Section A 1a–2c

第二课时：完成Section A 2d–3c 第三课时：完成Section B 1a–1d 第四课时：完成Section B 2a–Self Check

The First Period (Section A, 1a–2c)

Teaching aims （教学目标）

1．掌握表示地点的词汇；

2．掌握where引导的特殊疑问句；

3．能够简单地描述地点方位；

4．能够画出简单的示意图。

Language points (语言点) 1.词汇： post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, acro, between, in front of, behind 2.句型： Is there a bank near here? Yes, it is./No, there isn’t. Where’s the bank? It’s on Center Street.Difficulties （教学难点）

1.Where 引导的特殊疑问句。 2.肯定陈述。

3.表示方向的介词。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1）Daily greetings to the Ss (2) Revision （复习）

【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。 2.Presentation （呈现新知识） (1) Present the new words Show pictures of different places and help Ss to understand the new words.

Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。 3.Work on 1a （完成1a） (1) Match the words with the places in the picture.

(2) Talk about the picture with Ss using target languages.

【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用对地点提问的基本句型。 4.Work on 1b （完成1b）

Listen and circle the places in 1a you hear.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 5.Drill (练习)

Ask some Ss to repeat the conversation and change the words used. (第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生) 【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 6.Work on 1c （完成1c）（1）Have Ss get into pairs and practice the conversation with their partner.Then have them ask and answer questions about the other places in 1a..

(2) Have some pairs present their conversations to the cla.

【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。

7.Work on 2a & 2b (完成2a和2b) (1) Match the sentences with the pictures.Write each number in the box.(2) Listen and fill in the blanks with the words in the box.【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。 8.Work on 2c （完成2c）

Have Ss get into groups and ask and answer questions about the places in 1a on page 43.Where is the hospital? It’s next to the police station.【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。

10.Homework （课后作业） Oral: 1.朗读并熟记单词和句子。

2.Draw a map and then make a conversation. Written: 抄写单词和句子。

The Second Period (Section A, 2d–3c)

Teaching aims （教学目标）

1.能在日常情境中为他人指路。 2.能用所学内容解决实际问题。 3.句型 Where is the …

Language points (语言点) 1.词汇：acro, front, behind, town, around, north 2.句型：Excuse me.Is there a hotel in the neighborhood? Yes, there is.Just go along and turn left.It’s next to the supermarket.Difficulties （教学难点）

1.问路方法。 2.指路方法。

Teaching steps （教学步骤）

1.Warm-up and revision (课堂热身和复习) （1） Check Ss’ homework. （2） Talk about some pictures.【教学设计说明】通过描述图片，达到复习与巩固的作用。同时增进同学之间的相互了解。

2.Presentation （呈现新知识）

Have Ss look at the maps and help them to understand the target language.【教学设计说明】通过展示图片的用法，既直观又有亲切感，为下一步理解对话扫清了障碍。 3.Work on 2d （1）

Role-play the conversation in 2d.(2) Have Ss get into pairs and make conversations based on the example in 2d. (3) Read the conversation and answer the following questions.Q1.Where is the bank? Q2.Can Linda help Tony?

【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 4.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the questions and answers.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。（完成2d） 5.Work on 3a （完成3a）

(1)Look at the map and answer the questions. (2) Check Ss’ answers.【教学设计说明】在进一步练习本单元核心内容。 6.Work on 3b （完成3b）

(1) Look at the map in 3a and write three sentences. (2) Have Ss check their answers in groups and then report their answers to the cla.【教学设计说明】巩固3a内容。 7.Homework （课后作业） 1.Dictate the new words, then write them out.

2.Recite 2d, then write the conversation from memory once. 3.Draw a map and then make up a conversation.

The Third Period (Section B, 1a–1d)

Teaching aims （教学目标）

1.学会交通标志。2.能熟练指路。 3.学会怎样表达位置。

4.理解听力材料。

Language points (语言点) 1.词汇：along, turn, right, left, croing, neighborhood, 2.句型：Is there a …

Yes, there is.Just go …

Difficulties （教学难点）

准确表达位置。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

Go through the pictures and explain the signs to the Ss.【教学设计说明】1.复习了走路方法。2.呈现本节重点。3。充分达到热身目的，提高了参与率。

2.Presentation （呈现新知识）（1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。 3.Pairwork

Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the cla.【教学设计说明】通过对话练习使学生进一步掌握问路指路的单词，以及表述方法，并能够更直观的理解并记忆新单词。 4.Work on 1b

（完成1b）

Listen and write the correct place for each letter in the picture.【教学设计说明】培养学生的观察力，通过简单的造句提高课堂参与率。 5.Listening practice (听力练习) （1）Work on 1c.Listen again.Fill in the blanks.

(2) Work on 1d.Imagine you and your partner are the two people in the picture in 1b.Ask and answer questions about the places.(3) Role-play.Ask some pairs to perform their conversation to the cla.【教学设计说明】本部分听力练习旨在锻炼学生提取细节信息的能力。角色扮演的设置主要是将孩子带入情境。 6.Homework 1.Translate the sentences into English.

1) 邮局在哪里？在超市旁边。

2) 这附近有图书馆吗？有, 在第五大街上。

3) 银行在哪里？在旅馆和电子游戏中心。

4) 附近有公园吗？有, 在学校对面。

5) 电话亭在哪里？在邮局旁边。 2. Write how you get to school from your home.

The Fourth Period (Section B, 2a–Self Check)

Teaching aims （教学目标）

1.能用所学知识区描述周边环境。2.能理解文章大意。 3.能够汲取有用知识点。

4.能用所学知识写出精美文章。

Language points (语言点) 1.词汇：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …

I live …

Walk out/ along the street …

Difficulties （教学难点）

1.理解较长文章及文章中的知识点。 2.用所学知识写出完整的文章。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教学设计说明】通过对生活实际的描述，激发学生学习兴趣。复习描述问路的词汇。为完成2a做好铺垫。 2.Work on 2a Check the places near your home.Tell your partner where they are.

【教学设计说明】通过更多单词的学习帮助学生减少困难，并能帮助学生形成知识网络。

2.Presentation （呈现新知识）

(1) Work on 2b.Read the paages.Match each paage with a map.

Then read the paages carefully and answer the questions.

Q1.How does Anna get to the zoo? Q2.Where is the park? Q3.Where is the post office? Q4.Where is the library? (2) Work on 2c.Read again and answer the questions.1.What does Anna like doing in the zoo? 2.Does Anna think monkeys are like people? Why? 3.What does John like to do at the park? 4.John thinks the best things do not need money.Do you think so? 5.How does Lisa get to the library from her home? 【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。 3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Have Ss write a composition about their neighborhood, using the questions below to guide them.My neighborhood

1.Where do you live? 2.What is your favorite place in your neighborhood? Why? 3.How do you get there from your home? Help Ss to finish the compositions.

【教学设计说明】由于在前面课时已经对家庭附件进行描述，因此本环节将3b与Self check进行整合，合并为一篇描写好朋友的文章。在写作之前帮助学生建造文章结构，并积累语言。 4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.

第13篇：七年级下英语教案(unit6)

Unit 6 Do you like bananas?

Language goal:

Take about likes or dislikes.

New languages:

1.Master the use of “like” in general question sentences.

2.Master countable and uncountable nouns.

3.New target language:

Does he/she like salad?

Yes, he/she does.No, he/she doesn’t.

I like salad.Do you like salad?

Yes, I do.No, I don’t.

4.New words:

like, banana, hamburger, tomato, broccoli, French fries, orange, ice-cream, salad,

strawberry, pear, apple,

Difficult points:

1.Master the use of “like” in general question sentences.

2.Master the rules of changing countable nouns.

Moral points: We should keep a balanced diet

Period 1

Teaching periods:

Step I.Warming up

Practice oral English.Speak oral English on students and let them answer them.

Teacher: Good morning, Boys and girls!

Students: Good morning, teacher！

Teacher: let’s introduce ourselves.What’s your name?

Students:My name is…

Teacher: You can ask me the same qusetion.

Students:….

Teacher: What colour do you like?

What food do you like?

Do you like bananas?

Step II.Revisions

Review the colours, the family name ,the first name.

Step III.New words presentation

1.Use the pictures to teach the new words: banana, apple, orange, tomato, ice

cream, hamburger, broccoli,salad

2.Then ask students to read the new words after the teacher.

3.Then ask the students to read the new words together

4.Play a game : Miing game

Step IV.Presentation

1.Show the pictures to studengs and ask them to pronounce the words.

2.Then use the picture to teach countable nouns and uncountables nouns

3.Then ask students to divided the words into three groups: countable nouns,

uncountables nouns ,countable nouns and uncountables nouns

4.Give the pattern sentences: I like bananas.Do you like bananas?

5.Then answer it.

Step V.Pairwork

1.Practice the dialogue with your partner.

Do you like ...？

Yes, I do .I like ...

No, I don’t.I don’t like ...

2.Use some picture of famous people to practice:

He likes ….He doesn’t like …

Does he like q…?

Yes, he does.He likes…

No, he doesn’t.He doesn’t like…

They like…They don’t like…

Do they like…?

Yes, they do.They like…

No, they don’t.They don’t like…

Step VI.Exercise

1.let students do some exercises.

2.Do a survey :

I like…I don’t like…

He likes …he doesn’t like …

She likes … she doesn’t like …

They like…they don’t like …

3.Then ask some students to make a report.

Step VII.homework

Practice today’s conversations with your clamates ,and try to find out who likes and dislikes food as you.

Blackboard design

Unit 6 Do you like bananas?

Do you like bananas?

Does he /she like bananas?

Do they like bananas?

Unit 6 Do you like bananas?

教师：陶永兰

新疆乌鲁木齐市第六十五中学

第14篇：七年级下册英语教案7B_Unit_3_How_do_you_get_to_school

Unit 3 How do you get to school?

四、Target Language (目标语言) How do you get to school? I ride my bike.How long does it take to get to school? It takes about 20 minutes.How far is it from your home to school? It’s about two kilometers.

五、Vocabulary （词汇） train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cro

take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true

The First Period (Section A, 1a–2c)

Teaching aims （教学目标）

1.学习表示交通工具的单词。 2.学会使用动词短语表示交通方式。

3.能够熟练掌握How do you get to school？的句型。 4.学习使用how far询问距离，how long 询问时间。

Language points (语言点) 1.词汇：1)名词n.train, bus, subway, ride, minute, kilometer 2) 动词v.ride

3) 数词num.sixty, seventy, eighty, ninety, hundred

4) 形容词和副词adj.& adv.far

5) 词组

take the subway, ride a bike 2.句型：How do you get to school? I …

How long does it take …? It takes …

How far is it from … to …? It’s about …

Difficulties （教学难点）

1.交通工具的表达法。

2.How，how far， how long 句型的使用及区别。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1）Greet the cla.(Talk about the weather.Use the present and past tense.)

T: How’s the weather today?

S: It is …

T：How was the weather yesterday?

S: It was … (2) Play a gueing game.

T: Look at the sentences and pictures and gue the kinds of transportation.【教学设计说明】通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词.简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。

2.Presentation （呈现新知识）

(1) Present the new words: take a train, take the bus, take the subway, ride a bike, walk Show some pictures of the new words on the screen.Ask Ss to try to read these words.

T: Let’s play a word game.(Ask Ss to look through the new words quickly, and check how many they can remember.Give Ss some pictures of the new words and some word cards.Then show the new words or the pictures of the new words on the screen.For example, when you show the word “train” on the screen, the student who has the picture of a train should stand up quickly and say “I’m here!”) 【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。此环节重点在新单词及词组的意思和发音上，所以要尽量让更多的学生张口说，必要的机械操练是必不可少的。 3.Drill (练习)

Show the pictures as quickly as poible.Let Ss say the new words.Then use the new words to make conversations.

T: Let’s play a game.Please say the new words as quickly as you can.Then make a conversation like this:

A: How do you get to school?

B: I take a bus to school.【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 4.Work on 1a （完成1a） (1) Match the words with the pictures.

(2) Talk about the picture with Ss using the target language.

T: How does “a” get to school? 【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用交通工具的表达法。 5.Work on 1b （完成1b）（1）Listen and write the numbers next to the correct Ss in the picture.(2) Look at the picture in 1a.How do the Ss get to school?

Make conversations with your partner. A: How does Mary get to school? B: She takes the subway.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 6.Work on 2a–2c (完成2a, 2b和2c) （1）T: Please turn to page 14.Look at the numbers in 2a.Read them aloud.（2）T: Now let’s listen carefully and complete the chart. （3）T: Can you get the answers? Listen again and check your answers. （4）T: How does Tom get to school?

How long?

How far? 【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生补全句子，是检查学生能否听懂并拼写所学单词。 7 Work on 2d （完成2d）

（1）Student A is Jane and Student B is Tom.Use the information in 2b to

make conversations.A: How do you get to school?

B: I … A: How long does it take …?

B: It takes … A: How far is it from … to …?

B: It’s about … （2）How long does it take?

How long does it take you to get from your home to school? How far is it? How far is it from your home to school? 【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。

8.Homework （课后作业）

Oral: 朗读并熟记第13页的单词和句子。

Written: 写小段文章介绍自己如何上学，多远，多长时间。

The Second Period (Section A, 2e–3c)

Teaching aims （教学目标）

1.能使用目标语言谈论自己如何上学。 2.能用所学内容解决实际问题。

3.熟练掌握how，how far和how long引导的特殊疑问句，并会正确回答。

Language points (语言点) 1.词汇：1) 名词n.car 2) 动词v.drive，live

3) 形容词 adj.every

4) 短语 every day, by bike 2.句型：How do you get to school?

I ride my bike.

How long does it take to get to school?

It takes about 15 minutes.

How far is it from home to school?

It’s only about two kilometers.Difficulties （教学难点）

1.巩固how，how far和how long的用法。 2.真实环境下的交际功能。

Teaching steps （教学步骤）

1.Warm-up and revision (课堂热身和复习)

T: Get into pairs and review the target language we learned in the first period.A: How do you get to school?

B: I …

A: How long does it take? B: It takes … A: How far is it? B: It’s about …

C: How does … get to school? D: He/She …

C: How long does it take? D: It takes … C: How far is it? D: It’s about …

【教学设计说明】本环节主要为复习内容，更好的巩固目标语言。因此此环节设计了第一人称与第三人称的对话，由于是复习因此应多提问中等或中下等学生。 2.Work on 2e （完成2e）

（1） Talk about the picture.Help Ss gue the main idea of the conversation.T: Where are they? What are they talking about? （2）Read the conversation and answer the following questions.Q1.Who has a new bike?

Jane.Q2.How does Lisa get to school? She usually takes the bus.Q3.How far is it from Lisa’s home to school?

About 10 kilometers.Q4.How long does it take Jane to go to school? About 15 minutes by bike. (3) Role-play the conversation in 2e.【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 3.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the usage of how, how far and how long.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。 4.Work on 3a （完成3a）

(1) Match the questions with the answers. (2) Check the answers.Then practice them.(3) Summarize the difference between how, how far and how long.

【教学设计说明】本环节旨在向学生强调how, how far and how long引导的特殊疑问句的答语。

5.Work on 3b （完成3b） (1) T: Use these words to make questions.Get into pairs and ask and answer the questions.

(2) Have Ss check their answers in groups and then present their answers to the cla.【教学设计说明】本环节旨在帮助学生掌握句子的结构，了解句法。 6.Work on 3c

（完成3c）

(1) T: Get into groups and ask your clamates questions and write their names in the chart.The first student to fill in all the blanks wins.

(2) T: Make a report about your findings and present them to the cla.【教学设计说明】小组活动中将所学知识学以致用，是对Section A内容的总结及复习。

7.Homework （课后作业）

（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.

The Third Period (Section B, 1a–1e)

Teaching aims （教学目标）

1.学习stop 和station。

2.学会表达同时使用多种交通工具去某个地方。3.能熟练使用how，how far 和how long 进行操练。

4.理解听力材料。

Language points (语言点)

1.词汇：1) 名词n.stop 2) 短语. think of 2.句型：I ride my bike to the subway station.Then I take the subway.

Mary wants to know how far he lives from his grandparents’ home.Difficulties （教学难点）

1.乘坐多种交通工具到达某个地点的表达方法。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）

（1） Make conversations with your partner.

How …/How long …/How far … (2) Read the sentences in Grammar Focus aloud.

How do you get to school? How does she get to school?

I ride my bike.

She usually takes the bus.

It takes about 15 minutes.How long does it take to get to school? How far is it from your home to school? It’s only about two kilometers.Does Jane walk to school? No, she doesn’t.She goes by bike.Do they take the bus to school?

No, they don’t.They walk.

【教学设计说明】通过对话的形式进行热身，可以很好的复习Section A所学重点句型；通过听写句子了解学生掌握句子的情况。 2.Presentation （呈现新知识）

（1）Show two pictures and talk about them.

T: What’s this?

S1: Bus stop T: What’s this? S2: Bus station T: A stop refers to the place where a bus, train, etc.stops so that people can get on and off. A station is a building from which buses or trains etc.begin and end their journeys.(2) Work on 1a.Draw lines to match the words with the pictures.【教学设计说明】通过对每幅图片的描述，帮助学生区分stop和station。 3.Work on 1b

（完成1b）

（1）Tell your partner how you get to school.Imagine you use two types of transportation.（2）Show some pictures and practice the conversation.A: How do you get to school? B: Well, I ride my bike to the subway station.Then I take the subway.【教学设计说明】本环节为新内容，是本课时的重点，因此在本环节的操练程度应加大。让尽量多的学生参与到课堂活动中来。 4.Work on 1c Listen and check the things that Mary wants to know.Mary wants to know … ____ where Bob lives.____ how far he lives from his grandparents’ home.____ how he gets to his grandparents’ home.

____ how long it takes to get to his grandparents’ home.____ what he thinks of the trip.【教学设计说明】通过听力帮助学生培养听细节的能力。 5.Listening (听力练习) （1）Work on 1d.Listen again.How does Bob get to his grandparents’ home?

(2) Check the answers. (3) Work on 1e.Talk about how Bob gets to his grandparents’ home.【教学设计说明】本环节将听说很好的融合在一起，既锻炼了听力又积累了词汇和句型。 7.Homework Do a survey.How do your clamates get to school?

The Fourth Period (Section B, 2a–Self Check)

Teaching aims （教学目标）

1.能用所学知识阅读文章。2.能理解文章内容，回答问题。 3.能够理解文章细节内容。

4.能够运用所学内容介绍自己的上学路线。

Language points (语言点) 1.词汇：1) 名词n.river, village, bridge, boat, ropeway, year, villager, dream 2) 形容词 adj.afraid， true， many

3) 动词 v.cro，leave

4）短语

between … and …, come true

2.句型：It’s not easy to cro the river on a ropeway.

There is no bridge. You want to know how …

Difficulties （教学难点）

1.理解文章内容，正确回答问题。 2.用所学知识写出完整的文章。

Teaching steps （教学步骤）

1.Warm-up and revision（课堂热身和复习）（1）Check Ss’ homework.

T: How do your clamates get to school?

S: I asked Xiao Hua.She usually walks to the bus station, and then she takes the bus to school.

Xiao Hua: I asked Jim.He always gets to school in his father’s car.

Jim: I asked Lucy.She sometimes takes the subway to school.But she never takes the taxi.

(2) T: For many Ss, it’s easy to go to school.But it can be very difficult for Ss in a small village in China.

【教学设计说明】建议本环节让尽可能多的学生进行操练。本环节操练的方式是锁链式操练，小华采访了Jim, Jim 采访了Lucy。本环节一方面帮助学生复习目标语言，一方面为下个环节的阅读文章做了铺垫，自然导入。 2.Work on 2a Look at the picture, talk about it and gue what the paage is about.Where are they? What are they doing? Where are they going? 【教学设计说明】培养学生的阅读策略，即根据文章和标题猜测文章大意。 2.Presentation （呈现新知识）

(1) Work on 2b.Read the paage and answer the questions.

1.How do the students in the village go to school? 2.Why do they go to school like this? 3.Does the boy like his school? Why? 4.What is the villagers’ dream? Do you think their dream can come true? Why or why not? （2） Work on 2c.Read the paage again.Complete the sentences with words from

the paage.1.For the students in the village, it is ________ to get to school.2.They have to cro a very ______ river between their school and the village.3.They cannot go by boat because the river runs too ______ .4.It is not easy to cro the river on a ropeway, but the boy is not ______ .5.The students and villagers want to have a bridge.Can their dream come ______? (3) Explain the key words and key sentences.【教学设计说明】本单元阅读旨在训练学生学会了解文章大意, 能够自己组织语言回答问题，并能够读懂文章细节内容。2b中最后一个问题具有开放性，因此可以根据学生情况将话题适当延伸。 3.Work on 3a Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.Ask some Ss to read the paage and fill in each blank.Pay attention to some sentences and phrases.They will help Ss in writing.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Write an e-mail to Tom and tell him how you get to school.These questions may help you.1.When do you leave home? 2.How do you get to school? 3.How far is it from your home to school? 4.How long does it take you to get to school? 5.Do you like your trip to school? 【教学设计说明】如果时间允许应在课堂上帮助学生回答这五个问题，并帮助学生合理安排文章布局。 4.Homework （1) Recite the text in Section B, 3a.（2）Finish Self Check.

第15篇：新目标七年级下册英语教案

新目标七年级下册英语教案：Unit 3 Why do you like koalas?

一、教学内容分析

本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格 ( „s 所有格 ) 的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, School Day,

are festival, music,etc.3.日常交际用语: - When is your birthday?

- My birthday is…

- How old are you?

- I‟m …

4.话题: Talk about date.

2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标热爱生命，孝敬父母的思想教育。

三、学生学情分析

引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：

1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。

2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：When引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的表达法。

五、课时安排：

四个课时.六、教学过程设计 The First Period Teaching aims:

1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√) the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation (1a) 1.We are going to learn the names of some more animals.

2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words (read and write) Step 2 Listening practice (1b)

1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals Step 3 Pair work (1c) Practice the conversations using the description words.

A: Let‟s see the lions.B: Why do you want to see the lions?

A: Because they‟re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the cla.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.

教后一得：在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.

2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation (2a)

1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let‟s listen together.

3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice (2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of ( They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) 1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.

第16篇：人教版七年级上册英语教案

七年级第二单元教学设计

李俊花

Teaching aims:

1.Master all important point languages.

2.Train students ability of speaking.

3.Train students are interested in English.Teaching difficult :

Is this /that your…

Yes.it is./No it isnot.Teaching main :

Master and remember important sentences.Teaching procedure:

Step1:Review, work in pairs.

A:What is in English ?

B:It is a backpack.

A:Very good.

B:Thank you.

Step 2:Teaching in new leon.

1.Practice dialogue:

T:What is in English ?

S: It is a backpack.

T:Is this your backpack?

S:Yes,it is.It is my backpack.

T:Here you are.

S:Thank you.

2.Get the to practice and then act out the dialogue.

T:Excuse me.Is this your pencil?

S:No,it isnot.And that is my pencil.

T:Ok.Here you are.

S: Thank you.

3.Practice and then act out the dialogue.

Step3:1.Review again.

2.Homework:Make up dialogue.

Thinking after cla:

Student can listen carefully and remember all words.Many can answer question activity.

第17篇：七年级英语教案Where are you from

七年级英语教案Where are you from? 教学建议

教学内容分析

本单元的核心教学项目是“语言”（Language），涉及到国家、国籍、所使用的语言和姓名使用习惯等项内容。从某种意义上讲，本单元的内容也可以看成是对第一学期关于交流个人基本信息 (如年龄，姓名，电话号码等)方面学习的扩展。关于交流个人基本信息的技能和知识是初一阶段必须掌握的一项重要的语言应用内容。

第93课的第一部分是在彩图第一页的地图上找寻重要的国家和城市。本课所涉及的国家和城市与语言有关。本课提供了四个具体情景，涉及到来自澳大利亚、加拿大、中国、美国和日本的不同人物，而谈话的内容则都与国籍和语言有关。

第94课的主体部分是由一段在问路的具体情景中的对话构成的，由于对话发生在北京，发生在一个中国男青年和一个澳大利亚男青年之间，所以，在问路的过程中就不可避免地要涉及到国籍和语言。本课第二部分吟咏供选用，其中复现国家、国籍、语言的名称。

第95课提供了一张由在中国的Lily写给她在美国的朋友的明信片，信的内容涉及到学语言和说语言。

第96课的第

一、二部分是语音和语调的常规训练，主要涉及元音字母i和u及字母组合的拼读规则、句子重音和语调。本课的听力材料是来自不同国家的朋友聚集一堂彼此介绍的对话。本课的第五部分提供一段阅读材料，是Jack Wilson谈论学校中不同国籍的学生和他们所用语言的电子邮件(e—mail)。供选用的第六部分是另一份电子邮件，学生将要在这份电子邮件的基础上做完形填空的练习。第七部分要求学生给Jack写信，讲述自已学校和同学的情况。

教学方法建议

本单元的一个主要学习任务是相互传递个人的基本信息，教师的指导和训练项目设计不应当仅仅是机械的问答操练。因为学生如仅有这样的操练便无法体会语言知识的实际应用。

那么，在十分简单的语言知识基础上，学生能不能进行语言应用的实际训练呢? 回答是肯定的。下面，我们就为教师提供几个语言应用的教学设计案例：

1．介绍笔友

1) 教师提出语言任务：向同伴介绍自己在国外的笔友。

2) 学生在心中默想一位自己感兴趣的某国的同龄友伴。

3) 教师提供样本：(如果可能的话，本任务可以包括对人的外貌的描述。)

4)学生按照样本自行设计自己的笔友。(如果教师的任课确实在国外有友好班级，如果多数学生确实有自己的笔友，那么，本项任务就更有实际意义，也更易得到实际效果。)

5)学生以两人一组或几人小组的形式进行交谈，交流有关笔友的信息。

6) 学生以小组的形式制做表格，填写自己笔友的基本信息。

7)小组之间进行信息交流。

8)教师与学生对完成以上任务的情况作出评价(可以采取录音或录像的办法为评价提供第一手材料)。

2．表达态度

教师可以结合本单元的话题 (Language)引导学生谈论对于英语学习的态度，这是一种真实的谈论，因为，不同的学生对待英语学习的态度将是不同的，由此就可以形成学生之间的信息沟通。

1)在黑板上(或用投影仪)画出下面的四个套圆：

2)教师帮助学生解决个别词汇问题 (如interesting)。

3)学生根据教师介绍的上面的图表实际确定自己对于英语的真实态度，并提供理(可以个人形式，也可以两人-组或小组活动形式。)

4)学生谈论自己的态度；并询问别人的态度。

5)教师和学生共同评价完成此任务的表现。

3．信息沟

教师可以向不同的学生或学生小组提供有关人物的不同信息，以此在学生之间或学生小组之间构成信息差距，从而能够常设进行自然交流的条件。下面就是信息差距的一一种设计形式：

A (for some of the students in the cla)

B (for the other students in the cla)

以上这些任务型的活动(Task-based activities) 具有明显的交际性。这类活动较之机械性练习的优越之处在于：学生可以知道交际的真实动因，可以在语言活动中找到真实的感觉，了解自己在交谈中究竟与谈话的对方是一种什么关系，可以关注交谈的过程变化以及自己在这种变化中所起的作用，他们会自觉谋求交谈所应获得的结果。

词汇教学建议：

本单元出现了大量的国家、城市的名称，在教学时可以首先让学生把这些词根据读音知道所在的位置（如：亚洲、欧洲等）及所属的国家，使用的语言等。再通过情景教学时的听、说、读、写等语言实践活动，使学生掌握。从而，改变那种死记硬背单词拼法的不当做法。在单词教学中，应以学生自学为主，教师引导为辅的教学原则，充分体现学生的主体性。

口语教学建议：

要想使学生对句型能够熟练、灵活的掌握和运用，就要在实际操作中尽量避免“明知故问”的倾向，要创设一个合乎逻辑、现实生活中常出现的语境，从实际出发，减少纯句型的练习。这样更能突出应用性原则。在以Where are you from? I’m from England/America/China.及 Where do you come from? I come from England/ America/ China.Do you come from…? Are you come from? What do you like about China? How do you like Chinese food? 为主的功能性会话的训练上，要让学生在口语训练的过程中记忆本单元所出现的句型及语法，逐步加深对句型的理解和运用。为了使口语训练更加有趣、贴近生活，教师不妨让学生先进行以下一些活动：

1）利用多媒体及世界地图，让学生扮演成不同国家的学生进行对话练习。如：Where are you from? I am from … Where do you come from? I come from…Are you from…? Yes, I am.No, I am not.Do you come from…? Yes, I do.No, I do not.

2)让学生把自己的喜好以表格的形式表达出来，并利用不同的表格，让学生表达喜好、厌恶如：I like… I don’t like…并进行问答练习如：Do you like…? Yes, I do./No, I don’t.How do you like Chinese food? /What do you like about…?

3）让学生自己设计名片或明信片，并进行两个学生之间或小组之间的问答如：Do you speak Japanese/English? Do you live…? Where do you live? What do you like? 等句型的操练。从而为语法的教学作乐很好的铺垫。

语音教学建议

本单元语音教学的主要内容是元音之母i和u的发音，字母i在开音节中读/ai/,在闭音节中读/i/。字母u在开音节中读/u:/ /u/ /∧/。练习单词重音、句子重音和语调时候，让学生跟随录音练习,模仿句子重音和语调，体会英语语流的节奏感

语法教学建议

本单元的语法重点是一般现在时，其中它的一般问句、否定句是教学的重点。尤其是一般问句的构成与汉语的结构是不同的，我们汉语的问句是在句末加个“吗”，而英语需要把助动词do提前至句首，后面用动词的原形。这些需要理解、记忆的地方，一定要让学生在第一次接触这个句型时，就彻底明白，并会进行句型转换。切忌将这些内容在本单元讲授完毕时，才对学生讲解，那样做不利于学生的学习。

在每讲一个时态，都应从这个时态的概念、时间搭配、时态的构成三方面进行教学。

一般现在时的概念：表示经常性或习惯性的动作，或表示现在的特征或状态。

一般现在时的时间搭配: every day/week/year, on Monday, on Sunday morning; usually, often, always, in the morning/afternoon/evening

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一般现在时的构成是比较难于理解、掌握的，因为它分为：当主语是非第三人称单数及主语是第三人称单数，关于主语是第三人称单数的概念必须向学生讲清楚、讲透彻。可以采取对比的形式如：I---- my mother; he ----- his friends; the teacher---- the teachers; you--- your brother; she ---- her clamates Tom ----- Tom and Kate; he ----- they;

当主语是非第三人称单数时, 行为动词的一般现在时的句型变化如下：

（１）肯定句：用行为动词原形来表示，如：We know a little English.Li Hai and Liu Hua come from China.They learn Chinese.

（２）否定句：用助动词don’t + 动词原形表示。如：They don’t go to school on Sundays.The students don’t speak French.I don’t read the books in the evening.

（３）一般疑问句是把助动词do 提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + do ”; 否定用“No, 主语 + don’t ” 如：Do you like apples? Yes, I do.Do the teachers speak English? No, they don’t.Do they stay at home every day? Yes, they do.

当主语是第三人称单数时, 行为动词的一般现在时的句型变化如下：

(1) 肯定句：用行为动词原形后加--s来表示，如：He knows a little English.Li Hai comes from China.My father learns Chinese.

(2) 否定句：用助动词doesn’t + 动词原形表示。如：Your sister doesn’t go to school on Sundays.The student doesn’t speak French.Tom doesn’t read the books in the evening.

(3) 一般疑问句是把助动词does提前至句首，后面动词用原形。回答时，肯定用“Yes, 主语 + does ”; 否定用“No, 主语 + doesn’t ” 如：Does your friend like apples? Yes, he does.Does the teacher speak English? No, she doesn’t.Does Tom stay at home every day? No, he doesn’t.

在学生理解的基础上，再配以适量的汉译英的练习，加以巩固提高。需要说明的是：在本单元的知识范围内，主要是以：当主语是非第三人称单数时的变化为主，它是本单元的重点。而当主语是第三人称单数时, 行为动词的一般现在时的句型变化只作为一般性的了解，但应告知学生，他们之间的差异和联系，为今后的教学（第二十

五、二十六单元）作好铺垫工作。

阅读教学建议

本单元第95课第一部分是一篇短文，介绍lily通过书信形式向Jo介绍她在学校里的学习和生活情况，在学生单独阅读文章后，可让他们完成练习册第95课练习1的对话。这些补全对话练习主要是检查学生理解文章细节的能力。

词汇分析

1.本单元重点学习speak,from,come,much,little,people,teach,love,great.

2.speak表示“说，讲”的意思，她可作及物动词也可作不及物动词。

(1)当它作“讲某种语言”时用作及物动词。如speak,English/ Chinese / Japanese等。

(2)在下列情况下作为不及物动词：a.与某人打招呼 b.打电话用语 c.在会上发言。例如：He often speak to the old man./ Can I speak to Mr Wang? / Our English teacher is speaking at the meeting.

3．little 用作形容词，表示“几乎没有，很少的”，常用来修饰不可数名词，而a little则表示有一些，相当于some，例如：there is little water in the bottle.(几乎没有) / there is a little water in the bottle.(有一些)

重难点分析

1．熟练运用询问国籍和所使用语言的日常交际用语。

2．熟悉实义动词一般现在时的陈述句、疑问句及其答语，以及介词短语to her, from Lily, on Sundays 等状语的运用。

3．继续进行单词重音、句子重音和语调的训练，体会英语语流的节奏感。

学法指路

本单元主要学习一般现在时的肯定句、否定句、一般疑问句及其答语。

英语和汉语在语言结构方面差异较大，学生在实际应用中较难把握，常常出错。建议教师在教学时，能通过实例和反复的操练，帮助学生理解、判断和归纳连系动词be、助动词do及实义动词come等在句中的用法。

Where’s he from? 他从哪儿来？

be from =come from意为“从……来”或“是……人”，常用来询问某人来自哪个地方或籍贯（包括国籍）。be from =come from.be from 强调状态；come from强调动作。如：

—Where are you from? (=Where do you come from?) 你是哪儿的人？你来自哪儿？

—I’m from Changsha.（=I come from Changsha.）我是长沙人。/我从长沙来。

2.How do you like…?

此句型动词like后可接某人或物的词作宾语，意为“你觉得某人或某物怎么样？”表示询问对某人或某物的印象、看法。相当于What do you think of…? 如：

—How do you like Tom? 你觉得汤姆这人怎么样?

—I think he's a good student.我认为他是一个好学生。

3.What do you like about China? 你们都喜欢中国的哪些方面?

—The people—and the food! 这里的人们一还有吃的。

people常泛指“人”“人们”，作主语时，谓语动词常用复数形式；people还有“(多少)人”之意，受two以上基数词的修饰，本身就是复数形式：the people是“人民”之意；表示“民族”时，people有单、复数之分。

People work in the day.人们白天工作。

“What do you like about…?”（你喜欢……哪些方面？）用来询问对方喜欢某人、某物的哪些方面。如：

—What do you like about your school?你喜欢学校哪些方面？

—The teachers and the students.老师和同学。

How do you like…？侧重于询问对某人或某物喜欢的程度，答语常用a little或very much。What do you like about……？侧重于询问对方所喜欢的内容，答语要用具体说明所喜欢的人或物的陈述句。如：

（1）—How do you like Beijing?

—Very much.

（2）—What do you like about the school?

—I like teachers in this school.

4.We teach them English and they teach us Chinese.我们教他们英语，他们教我们中文。

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teach可作不及物动词，也可作及物动词，作及物动词时，可用teach sb., teach sth., teach sb.sth., 如果宾语是人称代词，要用宾格。如：

Mr.Wang teaches Chinese.王老师教语文。

Mi Gao teaches us.高老师教我们。

Mi Gao teaches us English.高老师教我们英语。

5.Chinese put our family name first.我们中国人把姓放在前面。

在西方，人们的全名往住由三部分组成：given name (名)+ middle name (中间名)+ family name (姓)。中间名又叫教名，往往可以省略。注意：名在前，姓在后， Mr.、Mrs.和Mi要和姓连用，而不能和名(given name)连用。而中国人的全名由两部分组成：family name (姓)+given name(名)。姓在前，名在后。学习时要注意英汉两种文化的差异。

称呼某人时，要说Mr./ Mrs./ Mi + family name，如：Mr.Wang王先生。

6.Our friends ask us to go to their homes for dinner.我们的朋友请我们到他们家吃饭。

此句中的词组是“ask sb.to do sth.”（叫/请某人做某事），此词组的否定式是“ask sb.not to do sth.”(叫/请某人不要做某事)。注意词组中的sb.如是代词，要用宾格。如：

Mr.Brown asks us to clean the room.布朗先生请我们打扫房间。

My parents ask me not to talk in cla.我父母叫我在上课时不要讲话。

7.给某人写信，要说write (a letter) to sb., 而收到某人的来信，要说get a letter from sb.或hear from sb.。

8.I want to make friends in China.我想在中国交朋友。

make friends意思是“交朋友”。表示“和某人交朋友”时，要用make friends with sb.。如：

Can you make friends with me?你能和我交个朋友吗?

9.说汉语，用speak Chinese；学汉语，用learn Chinese；教日语；用teach Japanese；教某人汉语，用teach sb Chinese。语言名词Chinese，English等都是不可数名词，可以用(a) little，much, a lot of修饰。

10.所学国家、国籍、语言一览表。国家

国籍

语言

England Englishman English France Frenchman French Australia Australian English Canada Canadian English and French America American English China Chinese Chinese Japan Japanese Japanese

注：1) American、Australian、Canadian的复数形式分别是：Americans, Australians, Canadians.

2)表示一个英国人时用an Englishman,一个英国妇女用an Englishwoman.

它们的复数形式是：Englishmen.Englishwomen。类似的还有：

一个法国人an Frenchman 一个法国妇女 an Frenchwoman

它们的复数形式是：Frenchmen, Frenchwomen

3)Chinese, Japanese的单复数同形。

第18篇：仁爱版七年级英语教案Unit4

Unit4

Topic2 Would you like to cook with us ?

SectionA 一.Teaching aims: 1.Students learn some new words and sentences about the phone greeting.2.Students learn how to give suggestions in English.二.Moral aims: Students can use the new expreions to communicate with others in daily life.三.Teaching procedures: Step1.Guidelines New words:

free , up, West Hill, picnic, call , when , tomorrow , Useful expreions: 1.Hello, Jane.This is Kangkang.2.Are you free this Sunday? 3.What’s up? 4.Please tell Maria about it.5.I’ll call her .6.See you then.

Step2.Lead-in

Step3.Listening 1.Listen to 1a and fill in the blanks( 1b) 2.Volunteers to present the results.

第19篇：外研版七年级英语教案

英语学习中的投入和产出基本上成正比，但集中学习和注重方法也至关重要，得法者往往可以达到事半功倍的成效。以下是是外研版七年级英语教案，欢迎阅读。

【学习目标】

1、熟练掌握动词be的过去式的用法，并完成相应练习。

2、熟练运用本模块所学的单词、短语和固定搭配。

【教学重点】

be动词的一般过去时（am/ is ? was; are ? were）。

预习指导与检测

1、翻译下列词组或短语：

（1）在中国_________ （2）南非__________ （3）在七月十八日_________

（4）从……到……__ _________ （5）……地区__________

2、复习be动词一般过去时的形式： ---No, I ________.--- Yes, I ________.课堂学习过程

1、检查预习部分的答案。

2、就课本Activity1的表格进行问答练习。

3、再根据表格内容调查自己小组内的一位组员。

4、完成课本Activity3的练习。

5、完成课本Activity4的练习。

6、根据Activity1的调查结果写一段话，用be动词的

过去时描述同学过去的生活。

He/ She was born……

当堂检测

Task1.单项选择：

( ) 1.She was born _______ Tianjin.

A.at B.in C.on

( ) 2.---______ were you born? ---On 2nd November, 1990.

A.What B.Where C.When

( ) 3.It takes us ten minutes by bike _______ my house

______ school.

A.to, to B.to, from C.from, to

( ) 4.I was born _______ a winter morning.

A.in B.at C.on

( ) 5.Who _______ your first friends?

A.was B.were C.are

( ) 6.I remember Mr.Wang was my ______ English teacher.

A.one B.first C.the first

( ) 7.This is a story book _____some colourful pictures in it.

A.have B.has C.with

Task2.根据首字母或汉语意思提示写单词：

1.We can take a shower (沐浴) in a b_________.

2.There is a p_______ with some fish in it.

3.Nelson Mandela wasn’t he hero of South A_______.

4.John Adams was the p_________ of the USA.

1.Betty was b______ in Quincy, USA.

2.My maths teacher was very s_______ with me.

3.What was your p_______ life like?

4.Tony is f_________ to everyone, we like him very much.

6.We have a big g_________ (花园)with lots of flowers in it.

8.He was born in a small __________ (村子) in Shandong Province.

9.My house is small, but it’s very ______________ (舒适的).

10.There were two _________ __________ (影剧院) in the small town.Task3.连词成句：

1.were , born , you , where

______________________________________________?

2.first , school , what , primary , your , what’s

______________________________________________?

3.born , small , was , village , a , I , in

______________________________________________.

4.wasn’t , in , born , Tony , China

______________________________________________.

5.President , Africa , of , he , South , was , the

______________________________________________.

第20篇：七年级下册英语教案Leon_9_Danny’s_School_Project

Leon 9: Danny’s School Project Ⅰ.Learning aims 1.Language goals: describe, build, ago, army, important, tool, more, try one’s best, a long time ago, a little bit,

2.Talk about the places of interest.Ⅱ.Learning important points 1.Master the important vocabulary.2.Talk about places of interest.Ⅲ.Learning difficult points 1.Some structures: (1) Just try your best.(2) People built them a long time ago.(3)It is an important tool on the Silk Road.(4) Can you tell us a little bit more, please? Ⅳ.Learning guide Step 1:Revision Review Leon8 Jenny’s Project.Let students tell something about Jenny’s project.Step2:Lead-in and New Words 1.Learn some new words by showing pictures to students.2.Give students three riddles.Then let students to gue.3.Show Danny’s picture.It’s Danny’s turn to give us some riddles.Step 3.Listening Let students listen to the tape and Finish the following exercises.Listen to the dialogues and tick the pictures Danny mentions. Step4: Reading Read the leon and get ready to answer the questions (1)

What is Danny’s project about?

(2) What is an important tool on the Silk Road? (3) Where does a camel live? (4) What shirt is Danny wearing? Step 5 Writing and Speaking Play and gue.One student tries to describe something and writ it on page23 then let the students present their riddles in front of the cla.The others try to gue what it is.Take turns to do it.Step6: Language points 1.try one’s best to do sth.They will try their best to finish the work.2.a long time ago They built the bridge a long time ago.3.a little bit She is a little bit tired.They ran a little bit slowly.Step7:Self-check I.Fill in the blanks.

1.English is very _________ （重要）around the world.2.Lily tried her best _______ (gue) their names.3.The workers _____(修建）two tall ______(建筑物）two years ago.II.Translate the sentences into English.这位老妇人尽力去帮助这个小男孩。 _____________________________________ 2.很久以前人们没有电视。

_____________________________________ 3.在这个房间他感到有点儿热。

_____________________________________

《七年级英语教案.doc》